Question 1

Achievement tests are typically standardized on larger samples than other types of tests.

Accepted Answer

A) True 
 B)False

Question 2

Equal numerical differences imply equal differences in whatever is being measured only with

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 3

In item sampling, different sets of items are administered to different samples of people.

Accepted Answer

A) True 
 B)False

Question 4

Which of the following types of scale is an ?open-ended? standard score scale?

Accepted Answer

A)  CEEB 
B)  stanine 
C)  Wechsler IQ 
D)  z 
A)  CEEB 
B)  stanine 
C)  Wechsler IQ 
D)  z

Question 5

What is the difference between an item characteristic curve and an item response curve? Include in your discussion a description of differences among the various item response models.

Accepted Answer

An item characteristic curve (ICC) and a

Question 6

If the response curve for item A has a steeper slope than the response curve for item B, then item A has a higher __________ index than item B.

Accepted Answer

A)  characteristic 
B)  difficulty 
C)  discrimination 
D)  distracters uniformity 
A)  characteristic 
B)  difficulty 
C)  discrimination 
D)  distracters uniformity

Question 7

Given that the mean WAIS IQ is 100 and the standard deviation is 15, if Johnny?s WAIS IQ is 125 what is his corresponding z score?

Accepted Answer

A)  -1.67 
B)  1.67 
C)  2.00 
D)  2.33 
A)  -1.67 
B)  1.67 
C)  2.00 
D)  2.33

Question 8

The purpose of a criterion-referenced test is to determine

Accepted Answer

A)  how effective scores are in identifying the differential strengths and weaknesses of examinees. 
B)  how predictive the scores on the test are of later performance. 
C)  how people score in relation to the scores of other people. 
D)  the standing of each person on certain educational objectives. 
A)  how effective scores are in identifying the differential strengths and weaknesses of examinees. 
B)  how predictive the scores on the test are of later performance. 
C)  how people score in relation to the scores of other people. 
D)  the standing of each person on certain educational objectives.

Question 9

Which of the following standard scores is equivalent to a percentile rank of 50?

Accepted Answer

A)  z = 0 
B)  T = 50 
C)  AGCT = 100 
D)  all of the above 
E)  none of the above 
A)  z = 0 
B)  T = 50 
C)  AGCT = 100 
D)  all of the above 
E)  none of the above

Question 10

The problem of unequal score units is least troublesome in the case of __________ norms.

Accepted Answer

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

Achievement tests are typically standardized on larger samples than other types of tests.

Equal numerical differences imply equal differences in whatever is being measured only with

In item sampling, different sets of items are administered to different samples of people.

Which of the following types of scale is an ?open-ended? standard score scale?

What is the difference between an item characteristic curve and an item response curve? Include in your discussion a description of differences among the various item response models.

If the response curve for item A has a steeper slope than the response curve for item B, then item A has a higher __________ index than item B.

Given that the mean WAIS IQ is 100 and the standard deviation is 15, if Johnny?s WAIS IQ is 125 what is his corresponding z score?

The purpose of a criterion-referenced test is to determine

Which of the following standard scores is equivalent to a percentile rank of 50?

The problem of unequal score units is least troublesome in the case of __________ norms.

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

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Exam 4: Item Analysis and Standardization of Tests

Achievement tests are typically standardized on larger samples than other types of tests.

Equal numerical differences imply equal differences in whatever is being measured only with

In item sampling, different sets of items are administered to different samples of people.

Which of the following types of scale is an ?open-ended? standard score scale?

What is the difference between an item characteristic curve and an item response curve? Include in your discussion a description of differences among the various item response models.

If the response curve for item A has a steeper slope than the response curve for item B, then item A has a higher __________ index than item B.

Given that the mean WAIS IQ is 100 and the standard deviation is 15, if Johnny?s WAIS IQ is 125 what is his corresponding z score?

The purpose of a criterion-referenced test is to determine

Which of the following standard scores is equivalent to a percentile rank of 50?

The problem of unequal score units is least troublesome in the case of __________ norms.

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