Question 1

To calculate an item-reliability index,one must have previously calculated

Accepted Answer

A)  the correlation between the item score and the criterion. 
B)  the correlation between the item score and the total score. 
C)  the item-score standard deviation. 
D)  All of these 
A)  the correlation between the item score and the criterion. 
B)  the correlation between the item score and the total score. 
C)  the item-score standard deviation. 
D)  All of these

Question 2

A DISADVANTAGE of applying classical test theory (CTT)in test development is that

Accepted Answer

A)  the number of testtakers in the sample must be very large. 
B)  all CTT-based statistics are sample-dependent. 
C)  assumptions underlying CTT use are weak. 
D)  All of the above 
A)  the number of testtakers in the sample must be very large. 
B)  all CTT-based statistics are sample-dependent. 
C)  assumptions underlying CTT use are weak. 
D)  All of the above

Question 3

With regard to item-discrimination indices,a d equal to -1 is

Accepted Answer

A)  a test developer's dream. 
B)  a test developer's nightmare. 
C)  a testtaker's dream. 
D)  an insomniac's nightmare. 
A)  a test developer's dream. 
B)  a test developer's nightmare. 
C)  a testtaker's dream. 
D)  an insomniac's nightmare.

Question 4

Possible applications of IRT were discussed in your textbook.Which of the following is NOT one of those possible applications?

Accepted Answer

A)  determining measurement equivalence across testtaker populations 
B)  identifying a common metric among several tests measuring the same construct 
C)  evaluating existing tests for the purpose of mapping test revisions 
D)  developing item banks 
A)  determining measurement equivalence across testtaker populations 
B)  identifying a common metric among several tests measuring the same construct 
C)  evaluating existing tests for the purpose of mapping test revisions 
D)  developing item banks

Question 5

An item-discrimination index is used on an ability test

Accepted Answer

A)  to determine whether items are measuring what they are designed to measure. 
B)  to measure the difference between how many high scorers and how many low scorers answered the item correctly. 
C)  to estimate how predictive the item is of the testtaker's future performance. 
D)  to measure the difference between how many median scorer and how many low scorers answered the item correctly. 
A)  to determine whether items are measuring what they are designed to measure. 
B)  to measure the difference between how many high scorers and how many low scorers answered the item correctly. 
C)  to estimate how predictive the item is of the testtaker's future performance. 
D)  to measure the difference between how many median scorer and how many low scorers answered the item correctly.

Question 6

The two columns of a matching item may contain different number of items because this makes

Accepted Answer

A)  the odds of cheating successfully on this type of item significantly less. 
B)  it more difficult to achieve a perfect score by guessing. 
C)  the role of chance a much greater factor than it would be otherwise. 
D)  it possible for testtakers to decline to respond to certain items. 
A)  the odds of cheating successfully on this type of item significantly less. 
B)  it more difficult to achieve a perfect score by guessing. 
C)  the role of chance a much greater factor than it would be otherwise. 
D)  it possible for testtakers to decline to respond to certain items.

Question 7

All of the following are components of a multiple-choice item EXCEPT

Accepted Answer

A)  a foil. 
B)  a correct alternative. 
C)  a stem. 
D)  a branch. 
A)  a foil. 
B)  a correct alternative. 
C)  a stem. 
D)  a branch.

Question 8

Which is TRUE of item-characteristic curves?

Accepted Answer

A)  They determine which items are fair. 
B)  They may be used as an aid in assessing whether or not items are biased. 
C)  They determine which items are most reliable under specified conditions. 
D)  They may be used as an aid in determining the kurtosis of a distribution of test scores. 
A)  They determine which items are fair. 
B)  They may be used as an aid in assessing whether or not items are biased. 
C)  They determine which items are most reliable under specified conditions. 
D)  They may be used as an aid in determining the kurtosis of a distribution of test scores.

Question 9

Co-validation is:

Accepted Answer

A)  highly recommended and encouraged by test professionals. 
B)  also referred to as co-norming. 
C)  a strategy that can save time and money for the test publisher. 
D)  Both b and c 
A)  highly recommended and encouraged by test professionals. 
B)  also referred to as co-norming. 
C)  a strategy that can save time and money for the test publisher. 
D)  Both b and c

Question 10

An item-reliability index provides a measure of a test's

Accepted Answer

A)  test-retest reliability. 
B)  internal consistency. 
C)  stability. 
D)  All of these 
A)  test-retest reliability. 
B)  internal consistency. 
C)  stability. 
D)  All of these

Question 11

Which statement is TRUE regarding test development and testtaker guessing?

Accepted Answer

A)  Methods have been designed to detect guessing. 
B)  Methods have been designed to statistically correct for guessing. 
C)  Methods have been designed to minimize the effects of guessing. 
D)  All of these 
A)  Methods have been designed to detect guessing. 
B)  Methods have been designed to statistically correct for guessing. 
C)  Methods have been designed to minimize the effects of guessing. 
D)  All of these

Question 12

With regard to the test tryout phase of test development,

Accepted Answer

A)  test conditions should be as similar to the actual administration as possible. 
B)  at least 500 subjects should be included to ensure accurate results. 
C)  the sample used must be nationally representative. 
D)  All of these 
A)  test conditions should be as similar to the actual administration as possible. 
B)  at least 500 subjects should be included to ensure accurate results. 
C)  the sample used must be nationally representative. 
D)  All of these

Question 13

On the item characteristic curves for a test of ability,a large number of items biased in favor of male testtakers is found to coexist with the exact same number of items biased in favor of female testtakers.Based on these findings,it would be reasonable for the test developer to claim that the test

Accepted Answer

A)  measures the same ability in the two groups. 
B)  is a fair test as any observed bias balances out. 
C)  demonstrates gender equality for the ability measured. 
D)  None of these 
A)  measures the same ability in the two groups. 
B)  is a fair test as any observed bias balances out. 
C)  demonstrates gender equality for the ability measured. 
D)  None of these

Question 14

It is a term that is used to refer to the preliminary research surrounding the creation of a prototype of a test.Which of the following BEST describes that term?

Accepted Answer

A)  pilot work. 
B)  pilot study. 
C)  pilot research. 
D)  All of these 
A)  pilot work. 
B)  pilot study. 
C)  pilot research. 
D)  All of these

Question 15

A negative item-discrimination index results for a particular item when

Accepted Answer

A)  more high scorers than low scorers on a test get the item correct. 
B)  more low scorers than high scorers on a test get the item correct. 
C)  an item is found to be biased and unfair. 
D)  most testtakers do not enter the response keyed correct for the particular item. 
A)  more high scorers than low scorers on a test get the item correct. 
B)  more low scorers than high scorers on a test get the item correct. 
C)  an item is found to be biased and unfair. 
D)  most testtakers do not enter the response keyed correct for the particular item.

Question 16

An item-discrimination index typically compares

Accepted Answer

A)  high scorers' performances with low scorers' performances on a particular item. 
B)  medium scorers' performances with low and high scorers' performances on a particular item. 
C)  low scorers' performances with lower scorers' performances on a particular item. 
D)  one group of scorers' performances on the item with any other groups of scorers' performances on the same item. 
A)  high scorers' performances with low scorers' performances on a particular item. 
B)  medium scorers' performances with low and high scorers' performances on a particular item. 
C)  low scorers' performances with lower scorers' performances on a particular item. 
D)  one group of scorers' performances on the item with any other groups of scorers' performances on the same item.

Question 17

Test scores measuring latent traits can,in theory at least,take on values ranging from

Accepted Answer

A)  0 to infinity. 
B)  negative infinity to positive infinity. 
C)  0 to one million. 
D)  negative one million to positive one million. 
A)  0 to infinity. 
B)  negative infinity to positive infinity. 
C)  0 to one million. 
D)  negative one million to positive one million.

Question 18

An advantage of using a true-false item format over a multiple-choice item format in a teacher-made test designed for classroom use is

Accepted Answer

A)  true-false items are applicable to a wider range of subject areas. 
B)  true-false items are easier to write. 
C)  true-false items reduce the odds of a correct answer as the result of guessing. 
D)  true-false items will never become dated. 
A)  true-false items are applicable to a wider range of subject areas. 
B)  true-false items are easier to write. 
C)  true-false items reduce the odds of a correct answer as the result of guessing. 
D)  true-false items will never become dated.

Question 19

The greater the magnitude of the item-discrimination index,the more testtakers in the higher-scoring group answered the item correctly,as compared to testtakers

Accepted Answer

A)  who served as the non-test-taking control group. 
B)  in the lower-scoring group. 
C)  who participated in the test standardization. 
D)  None of these 
A)  who served as the non-test-taking control group. 
B)  in the lower-scoring group. 
C)  who participated in the test standardization. 
D)  None of these

Question 20

The higher an item-validity index,the greater the __________ validity.

Accepted Answer

A)  construct 
B)  content 
C)  criterion 
D)  face 
A)  construct 
B)  content 
C)  criterion 
D)  face

To calculate an item-reliability index,one must have previously calculated

A DISADVANTAGE of applying classical test theory (CTT)in test development is that

With regard to item-discrimination indices,a d equal to -1 is

Possible applications of IRT were discussed in your textbook.Which of the following is NOT one of those possible applications?

An item-discrimination index is used on an ability test

The two columns of a matching item may contain different number of items because this makes

All of the following are components of a multiple-choice item EXCEPT

Which is TRUE of item-characteristic curves?

Co-validation is:

An item-reliability index provides a measure of a test's

Which statement is TRUE regarding test development and testtaker guessing?

With regard to the test tryout phase of test development,

On the item characteristic curves for a test of ability,a large number of items biased in favor of male testtakers is found to coexist with the exact same number of items biased in favor of female testtakers.Based on these findings,it would be reasonable for the test developer to claim that the test

It is a term that is used to refer to the preliminary research surrounding the creation of a prototype of a test.Which of the following BEST describes that term?

A negative item-discrimination index results for a particular item when

An item-discrimination index typically compares

Test scores measuring latent traits can,in theory at least,take on values ranging from

An advantage of using a true-false item format over a multiple-choice item format in a teacher-made test designed for classroom use is

The greater the magnitude of the item-discrimination index,the more testtakers in the higher-scoring group answered the item correctly,as compared to testtakers

The higher an item-validity index,the greater the __________ validity.

Psychological Testing and Assessment

Historical, cultural, and Legal Ethical Considerations

A Statistics Refresher

Of Tests and Testing

Reliability

Validity

Utility

Intelligence and Its Measurement

Tests of Intelligence

Assessment for Education

Personality Assessment: An Overview

Personality Assessment Methods

Clinical and Counseling Assessment

Neuropsychological Assessment

Assessment, Careers, and Business References

Filters

Exam 8: Test Development

To calculate an item-reliability index,one must have previously calculated

A DISADVANTAGE of applying classical test theory (CTT)in test development is that

With regard to item-discrimination indices,a d equal to -1 is

Possible applications of IRT were discussed in your textbook.Which of the following is NOT one of those possible applications?

An item-discrimination index is used on an ability test

The two columns of a matching item may contain different number of items because this makes

All of the following are components of a multiple-choice item EXCEPT

Which is TRUE of item-characteristic curves?

Co-validation is:

An item-reliability index provides a measure of a test's

Which statement is TRUE regarding test development and testtaker guessing?

With regard to the test tryout phase of test development,

It is a term that is used to refer to the preliminary research surrounding the creation of a prototype of a test.Which of the following BEST describes that term?

A negative item-discrimination index results for a particular item when

An item-discrimination index typically compares

Test scores measuring latent traits can,in theory at least,take on values ranging from

An advantage of using a true-false item format over a multiple-choice item format in a teacher-made test designed for classroom use is

The greater the magnitude of the item-discrimination index,the more testtakers in the higher-scoring group answered the item correctly,as compared to testtakers

The higher an item-validity index,the greater the __________ validity.

Psychological Testing and Assessment

Historical, cultural, and Legal Ethical Considerations

A Statistics Refresher

Of Tests and Testing

Reliability

Validity

Utility

Intelligence and Its Measurement

Tests of Intelligence

Assessment for Education

Personality Assessment: An Overview

Personality Assessment Methods

Clinical and Counseling Assessment

Neuropsychological Assessment

Assessment, Careers, and Business References

Filters