Question 1

Group tests of achievement are usually standardized on smaller samples than individual tests.

Accepted Answer

A) True 
 B)False

Question 2

The use of either age norms or grade norms assumes that the rate of increase in achievement or ability is

Accepted Answer

A)  greater during the early years or grades. 
B)  greater during the later years or grades. 
C)  highly variable from year to year. 
D)  the same from year to year or grade to grade. 
A)  greater during the early years or grades. 
B)  greater during the later years or grades. 
C)  highly variable from year to year. 
D)  the same from year to year or grade to grade.

Question 3

The procedure for computing the discrimination indexes of items on criterion-referenced tests is the same as that for classroom achievement tests.

Accepted Answer

A) True 
 B)False

Question 4

A standardized test has standard directions for administration and norms based on a representative sample of the target population.

Accepted Answer

A) True 
 B)False

Question 5

Which of the following test items is best (a, b, c, or d), where p is the item difficulty index and D the item discrimination index?

Accepted Answer

A)  p = .30, D = .50 
B)  p = .50, D = .50 
C)  p = .70, D = .20 
D)  p = 1.00, D = .50 
A)  p = .30, D = .50 
B)  p = .50, D = .50 
C)  p = .70, D = .20 
D)  p = 1.00, D = .50

Question 6

Assume that, for a given item, U = L = 10 and 80% of the examinees in the upper group but only 30% of those in the lower group get the item right. Then

Accepted Answer

A)  p = .55, D = -.50. 
B)  p = .45, D = .60. 
C)  p = .55, D = .50. 
D)  p = 1.10, D = .25. 
A)  p = .55, D = -.50. 
B)  p = .45, D = .60. 
C)  p = .55, D = .50. 
D)  p = 1.10, D = .25.

Question 7

The deviation IQs on the Wechsler Intelligence scales are

Accepted Answer

A)  CEEB scores. 
B)  percentile ranks. 
C)  standard scores. 
D)  T scores. 
A)  CEEB scores. 
B)  percentile ranks. 
C)  standard scores. 
D)  T scores.

Question 8

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

Accepted Answer

A) True 
 B)False

Question 9

From which of the following are all the others derived?

Accepted Answer

A)  AGCT scores 
B)  CEEB scores 
C)  T scores 
D)  z scores 
A)  AGCT scores 
B)  CEEB scores 
C)  T scores 
D)  z scores

Question 10

The difficulty level on an item characteristic curve is the score made by 50% of the examinees.

Accepted Answer

A) True 
 B)False

Question 11

The most accurate and easily understood of all types of test norms are standard score norms.

Accepted Answer

A) True 
 B)False

Question 12

The traditional and most common method of interpreting a person?s score on a standardized test is to compare it with the scores of other people who have taken the test.

Accepted Answer

A) True 
 B)False

Question 13

The optimum item difficulty index for a multiple-choice item

Accepted Answer

A)  is unaffected by the number of options. 
B)  varies directly with the number of options. 
C)  varies inversely with the number of options. 
D)  ranges from .30 to .70 for true-false tests. 
A)  is unaffected by the number of options. 
B)  varies directly with the number of options. 
C)  varies inversely with the number of options. 
D)  ranges from .30 to .70 for true-false tests.

Question 14

The validity of an item on a job selection test may be determined by relating responses to the item to a

Accepted Answer

A)  critical incident. 
B)  job analysis. 
C)  performance criterion. 
D)  predictor variable. 
A)  critical incident. 
B)  job analysis. 
C)  performance criterion. 
D)  predictor variable.

Question 15

Percentile ranks are percentages, but percentiles are scores.

Accepted Answer

A) True 
 B)False

Question 16

Wechsler deviation IQ is to Wechsler subtest scaled scores as __________ is to __________.

Accepted Answer

A)  15, 2 
B)  15, 10 
C)  100, 3 
D)  100, 10 
A)  15, 2 
B)  15, 10 
C)  100, 3 
D)  100, 10

Question 17

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 discrimination index?

Accepted Answer

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

Question 18

Describe the procedure for standardizing an achievement test, including sample selection, test administration, scoring, and types of norms computed.

Accepted Answer

Standardizing an achievement test is a c

Question 19

Simple random sampling is less likely than stratified random sampling to yield a sample that is representative of the target population.

Accepted Answer

A) True 
 B)False

Question 20

Suppose that 15 of the 20 examinees who score above criterion level on a criterion-referenced test get an item right, but only 3 or the 30 scoring below criterion level get the item right. What is the item?s D index?

Accepted Answer

A)  .40 
B)  .48 
C)  .60 
D)  .65 
A)  .40 
B)  .48 
C)  .60 
D)  .65

Group tests of achievement are usually standardized on smaller samples than individual tests.

The use of either age norms or grade norms assumes that the rate of increase in achievement or ability is

The procedure for computing the discrimination indexes of items on criterion-referenced tests is the same as that for classroom achievement tests.

A standardized test has standard directions for administration and norms based on a representative sample of the target population.

Which of the following test items is best (a, b, c, or d), where p is the item difficulty index and D the item discrimination index?

Assume that, for a given item, U = L = 10 and 80% of the examinees in the upper group but only 30% of those in the lower group get the item right. Then

The deviation IQs on the Wechsler Intelligence scales are

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

From which of the following are all the others derived?

The difficulty level on an item characteristic curve is the score made by 50% of the examinees.

The most accurate and easily understood of all types of test norms are standard score norms.

The traditional and most common method of interpreting a person?s score on a standardized test is to compare it with the scores of other people who have taken the test.

The optimum item difficulty index for a multiple-choice item

The validity of an item on a job selection test may be determined by relating responses to the item to a

Percentile ranks are percentages, but percentiles are scores.

Wechsler deviation IQ is to Wechsler subtest scaled scores as is to .

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 discrimination index?

Describe the procedure for standardizing an achievement test, including sample selection, test administration, scoring, and types of norms computed.

Simple random sampling is less likely than stratified random sampling to yield a sample that is representative of the target population.

Suppose that 15 of the 20 examinees who score above criterion level on a criterion-referenced test get an item right, but only 3 or the 30 scoring below criterion level get the item right. What is the item?s D index?

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

Group tests of achievement are usually standardized on smaller samples than individual tests.

The use of either age norms or grade norms assumes that the rate of increase in achievement or ability is

The procedure for computing the discrimination indexes of items on criterion-referenced tests is the same as that for classroom achievement tests.

A standardized test has standard directions for administration and norms based on a representative sample of the target population.

Which of the following test items is best (a, b, c, or d), where p is the item difficulty index and D the item discrimination index?

Assume that, for a given item, U = L = 10 and 80% of the examinees in the upper group but only 30% of those in the lower group get the item right. Then

The deviation IQs on the Wechsler Intelligence scales are

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

From which of the following are all the others derived?

The difficulty level on an item characteristic curve is the score made by 50% of the examinees.

The most accurate and easily understood of all types of test norms are standard score norms.

The traditional and most common method of interpreting a person?s score on a standardized test is to compare it with the scores of other people who have taken the test.

The optimum item difficulty index for a multiple-choice item

The validity of an item on a job selection test may be determined by relating responses to the item to a

Percentile ranks are percentages, but percentiles are scores.

Wechsler deviation IQ is to Wechsler subtest scaled scores as __________ is to __________.

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 discrimination index?

Describe the procedure for standardizing an achievement test, including sample selection, test administration, scoring, and types of norms computed.

Simple random sampling is less likely than stratified random sampling to yield a sample that is representative of the target population.

Suppose that 15 of the 20 examinees who score above criterion level on a criterion-referenced test get an item right, but only 3 or the 30 scoring below criterion level get the item right. What is the item?s D index?

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 IQ is to Wechsler subtest scaled scores as is to .