Deck 7: Constructing Objective Test Items 1

Question 1

Which of the following is the most well-written short-answer item?

A)A test that is ________ is not necessarily _____ or ________.
B)A test that is ________ is not ___________ valid or ________.
C)A test that is reliable is not ___________ _____ or ________.
D)A test that is reliable is not necessarily _____ or useful.

Answer 1

D

Question 2

Which of the following is a limitation of short-answer items?

A)they are not provided with teacher's edition textbooks
B)they are time consuming to score
C)they reduce the chance of guessing the correct answer
D)they don't provide an opportunity to distinguish between fact and opinion

Answer 2

B

Question 3

A true-false test can be made more reliable if a teacher does which of the following?

A)closely relate the items to the learning outcomes to be measured
B)increase the number of items
C)increase the difficulty of the items
D)instruct students to answer every item

Answer 3

B

Question 4

In correcting a short-answer test to measure students' knowledge of specific principles, a teacher deducted one point from the total score for each misspelled word.How would this procedure affect test results?

A)Lowers reliability.
B)Lowers validity.
C)Raises the validity.
D)Raises both the reliability and the validity

Question 5

A difficulty in constructing matching items is finding material that is

A)homogeneous.
B)interesting.
C)related to the teaching objectives.
D)unquestionably true.

Question 6

Excessive use of matching items will most likely result in overemphasis on which of the following?

A)complex learning
B)reasoning ability
C)rote learning
D)synthesis outcomes

Question 7

In large-scale mathematics testing programs, many of the advantages of supply-type items can be maintained by using which of the following item types?

A)grid-in
B)matching
C)essay
D)true-false

Question 8

One difficulty in constructing matching items is that it is difficult to find material that requires students to

A)analyze.
B)explain.
C)interpret.
D)relate.

Question 9

The main shortcoming in using short-answer items is the difficulty for educators to do which of the following?

A)construct them
B)make them challenging
C)score them
D)interpret the results

Question 10

"All whales are mammals because they are large." Asking students to mark the previous statement true or false would be considered poor testing practice because

A)it cannot be classified as true or false.
B)misinformation could lead to the correct answer.
C)the statement is too vague.
D)the word "all" provides a clue to the answer.

Question 11

Guessing on a matching item can be reduced by doing which of the following?

A)making the responses longer than the premises
B)making the responses more homogeneous
C)using an equal number of premises and responses
D)using responses more than once

Question 12

Matching items are most useful for measuring learning outcomes at which of the following levels?

A)application
B)interpretation
C)knowledge
D)synthesis

Question 13

Which of the following is the most well-written short answer item?

A)Cleveland may be found on ______.
B)A person first landed on the moon in ___________.
C)The author of Silas Marner is _________ _________.
D)The United Nations building is in ________ _______.

Question 14

Which of the following true-false items statements has a specific determiner?

A)Alaska has both oil and mineral deposits.
B)Alaska is cold in the winter.
C)Alaska is increasing in population.
D)Alaska is never hot in the summer.

Question 15

Which of the following item types is classified as a supply-type item?

A)Matching
B)Short answer
C)True-false

Question 16

Absolute terms like all or none that provide clues in true-false statements are known as

A)exaggeration clues.
B)grammatical inconsistencies.
C)specific determiners.
D)verbal associations.

Question 17

Short-answer test items are clearly superior to matching or true-false items in measuring

A)the ability to distinguish between fact and opinion.
B)the ability to interpret data.
C)computational skill.
D)knowledge of terms.

Question 18

The matching item is a modified form of the

A)multiple-choice item.
B)short-answer item.
C)true-false item.
D)fill-in item.

Question 19

Which of the following item types is difficult to assess students' higher order thinking skills?

A)True-false
B)Short answer
C)Essay

Question 20

Which of the following is the most well-written true-false item?

A)A barometer may be useful in predicting weather.
B)All barometers give precise measures of air pressure.
C)A rising barometer forecasts fair weather.
D)The barometer is the most useful weather instrument.

Question 21

One way to cut down on the assessment of irrelevant information in matching items is to write them first as true-false questions.

Question 22

One problem with true-false items is that when a false item is correct, it does not measure whether the student actually knows the information that makes the item true.

A)Agree.
B)Disagree.

Question 23

Which of the following types of items has the greatest chance of measuring irrelevant material?

A)Matching
B)Short answer
C)True-false
D)Fill-in

Question 24

In which of the following types of questions would interrater reliability probably be an issue?

A)Short-answer.
B)Multiple choice.
C)True-False.
D)Fill-in