Question 1

Which of the following types of norms represents measurement on an interval level?

Accepted Answer

A)  age norms 
B)  grade norms 
C)  percentile norms 
D)  standard score norms 
A)  age norms 
B)  grade norms 
C)  percentile norms 
D)  standard score norms

Question 2

Describe the similarities and differences in item-analysis procedures for traditional classroom tests and criterion-referenced tests. Include a discussion of the item discrimination index, item difficulty index, point-biserial correlation, and other appropriate measures and methods.

Accepted Answer

The item-analysis procedures for traditi

Question 3

Describe three procedures for selecting a standardization sample for a test and the advantages and disadvantages of each.

Accepted Answer

1. Random Sampling: In this procedure, a

Question 4

The most appropriate method for selecting a standardization group for an achievement test is

Accepted Answer

A)  area sampling within blocks. 
B)  sampling from lists. 
C)  simple random sampling. 
D)  stratified random sampling. 
A)  area sampling within blocks. 
B)  sampling from lists. 
C)  simple random sampling. 
D)  stratified random sampling.

Question 5

The mean and standard deviation of z scores are __________ and __________.

Accepted Answer

A)  0, 1 
B)  5, 2 
C)  50, 10 
D)  100, 15 
E)  500, 100 
A)  0, 1 
B)  5, 2 
C)  50, 10 
D)  100, 15 
E)  500, 100

Question 6

The equipercentile method does not actually equate scores on two different tests.

Accepted Answer

A) True 
 B)False

Question 7

The purpose of an item analysis of a classroom achievement test is to

Accepted Answer

A)  determine the external validity of the test. 
B)  identify the abilities and skills measured by the test. 
C)  improve the quality and validity of the test. 
D)  provide a basis for assigning test scores. 
A)  determine the external validity of the test. 
B)  identify the abilities and skills measured by the test. 
C)  improve the quality and validity of the test. 
D)  provide a basis for assigning test scores.

Question 8

The most basic of all standard scores are z scores.

Accepted Answer

A) True 
 B)False

Question 9

Norms obtained from stratified random samples are preferred to those obtained from simple random samples.

Accepted Answer

A) True 
 B)False

Question 10

What do the equipercentile, item response, and linear score transformation methods have in common? They are all ways of

Accepted Answer

A)  analyzing test items. 
B)  equating tests. 
C)  scoring tests. 
D)  standardizing tests. 
A)  analyzing test items. 
B)  equating tests. 
C)  scoring tests. 
D)  standardizing tests.

Question 11

The discrimination index of a test item equals the proportion of examinees in the upper and lower groups on total test score who get the item right.

Accepted Answer

A) True 
 B)False

Question 12

Standard scores represent a higher-level, more precise form of measurement than age, grade, or percentile norms.

Accepted Answer

A) True 
 B)False

Question 13

With regard to whatever attribute is being measured, the difference between the 50th and the 55th percentiles is less than the difference between the 90th and 95th percentiles.

Accepted Answer

A) True 
 B)False

Question 14

Assume that of 55 persons who take a test, 10 of the 15 people falling in the upper group on total test score and 5 of the 15 falling in the lower group on total test score pass a given item. What is the item difficulty index?

Accepted Answer

A)  .17 
B)  .33 
C)  .50 
D)  1.00 
A)  .17 
B)  .33 
C)  .50 
D)  1.00

Question 15

The purpose of a criterion-referenced achievement test is to compare a student?s achievement with the achievement of other students.

Accepted Answer

A) True 
 B)False

Question 16

An important purpose of test standardization is to determine the frequency distribution of raw scores in the standardization group.

Accepted Answer

A) True 
 B)False

Question 17

The Rasch item-response model is a __________-parameter model.

Accepted Answer

A)  one 
B)  two 
C)  three 
D)  four 
A)  one 
B)  two 
C)  three 
D)  four

Question 18

[Hint: D = (Up - LP)/U, and p = (Up + LP)/(U + L). Consequently, since the value of Up can never be greater than U, when D = 1.00, Up = U and LP = 0.)
When the number of examinees in the upper and lower groups are equal and the item discrimination index (D) equals 1.00, the item difficulty index (p) must be equal to

Accepted Answer

A)  .00. 
B)  .50. 
C)  .75. 
D)  1.00. 
A)  .00. 
B)  .50. 
C)  .75. 
D)  1.00.

Question 19

Classroom teachers generally prefer age and percentile norms to standard score norms.

Accepted Answer

A) True 
 B)False

Question 20

The point-biserial formula is useful in evaluating items on a test for predicting job performance.

Accepted Answer

A) True 
 B)False

Which of the following types of norms represents measurement on an interval level?

Describe the similarities and differences in item-analysis procedures for traditional classroom tests and criterion-referenced tests. Include a discussion of the item discrimination index, item difficulty index, point-biserial correlation, and other appropriate measures and methods.

Describe three procedures for selecting a standardization sample for a test and the advantages and disadvantages of each.

The most appropriate method for selecting a standardization group for an achievement test is

The mean and standard deviation of z scores are and .

The equipercentile method does not actually equate scores on two different tests.

The purpose of an item analysis of a classroom achievement test is to

The most basic of all standard scores are z scores.

Norms obtained from stratified random samples are preferred to those obtained from simple random samples.

What do the equipercentile, item response, and linear score transformation methods have in common? They are all ways of

The discrimination index of a test item equals the proportion of examinees in the upper and lower groups on total test score who get the item right.

Standard scores represent a higher-level, more precise form of measurement than age, grade, or percentile norms.

With regard to whatever attribute is being measured, the difference between the 50th and the 55th percentiles is less than the difference between the 90th and 95th percentiles.

Assume that of 55 persons who take a test, 10 of the 15 people falling in the upper group on total test score and 5 of the 15 falling in the lower group on total test score pass a given item. What is the item difficulty index?

The purpose of a criterion-referenced achievement test is to compare a student?s achievement with the achievement of other students.

An important purpose of test standardization is to determine the frequency distribution of raw scores in the standardization group.

The Rasch item-response model is a __________-parameter model.

Classroom teachers generally prefer age and percentile norms to standard score norms.

The point-biserial formula is useful in evaluating items on a test for predicting job performance.

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

Which of the following types of norms represents measurement on an interval level?

Describe the similarities and differences in item-analysis procedures for traditional classroom tests and criterion-referenced tests. Include a discussion of the item discrimination index, item difficulty index, point-biserial correlation, and other appropriate measures and methods.

Describe three procedures for selecting a standardization sample for a test and the advantages and disadvantages of each.

The most appropriate method for selecting a standardization group for an achievement test is

The mean and standard deviation of z scores are __________ and __________.

The equipercentile method does not actually equate scores on two different tests.

The purpose of an item analysis of a classroom achievement test is to

The most basic of all standard scores are z scores.

Norms obtained from stratified random samples are preferred to those obtained from simple random samples.

What do the equipercentile, item response, and linear score transformation methods have in common? They are all ways of

The discrimination index of a test item equals the proportion of examinees in the upper and lower groups on total test score who get the item right.

Standard scores represent a higher-level, more precise form of measurement than age, grade, or percentile norms.

With regard to whatever attribute is being measured, the difference between the 50th and the 55th percentiles is less than the difference between the 90th and 95th percentiles.

Assume that of 55 persons who take a test, 10 of the 15 people falling in the upper group on total test score and 5 of the 15 falling in the lower group on total test score pass a given item. What is the item difficulty index?

The purpose of a criterion-referenced achievement test is to compare a student?s achievement with the achievement of other students.

An important purpose of test standardization is to determine the frequency distribution of raw scores in the standardization group.

The Rasch item-response model is a __________-parameter model.

Classroom teachers generally prefer age and percentile norms to standard score norms.

The point-biserial formula is useful in evaluating items on a test for predicting job performance.

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

The mean and standard deviation of z scores are and .