Deck 6: Planning Classroom Tests and Assessments

Question 1

One advantage of the supply items over performance-based tasks is that they

A)can be used to measure complex outcomes.
B)have a more desirable influence on student learning.
C)require only paper and pencil.
D)require less time to prepare.

Answer 1

C

Question 2

To measure integration and application of critical concepts it would be best to use which of the following question types?

A)extended-response performance tasks
B)multiple-choice items
C)restricted-response essays
D)true-false items

Answer 2

A

Question 3

To certify student accomplishment or assign final grades it would be best to use which of the following?

A)diagnostic assessment
B)formative assessment
C)readiness assessment
D)summative assessment

Answer 3

D

Question 4

The two major classes of essay questions are

A)extended-response and restricted-response.
B)short answer and selection.
C)short answer and supply.
D)supply and selection.

Question 5

Which of the following types of assessment should be used to evaluate student progress in learning a unit on multiplication?

A)Diagnostic
B)Formative
C)Placement
D)Summative

Question 6

Which characteristic of a test or assessment is apt to be increased following the principle, "Use the type of test item or assessment task that measures a learning outcome most directly"?

A)Objectivity.
B)Practicality.
C)Reliability.
D)Validity.

Question 7

Which of the following types of objective test item is likely to be most appropriate for measuring the following objective: "Distinguishes between fact and opinion"?

A)Matching
B)Multiple-choice
C)Short-answer
D)True-false

Question 8

A pretest is a type of

A)diagnostic test.
B)formative test.
C)placement test.
D)summative test.

Question 9

For a criterion-referenced interpretation, the difficulty should be determined by which of the following factors?

A)length of the test
B)nature of the learning tasks
C)spread of the scores
D)type of items used

Question 10

Which of the following is the first consideration in planning for a classroom test or assessment?

A)Should it criterion-referenced or norm-referenced?
B)Should it be objective or performance-based?
C)What will the results be used for?
D)What content should be covered?

Question 11

The most desirable way to increase the difficulty of a classroom test is to do which of the following?

A)introduce irrelevant difficulty into the items
B)include more higher-level learning outcomes
C)include more obscure instructional content
D)use a longer test and shorter time limits

Question 12

Using a table of specifications will most likely improve a test's

A)objectivity.
B)practicality.
C)reliability.
D)validity.

Question 13

Constructing a test with items from a single cell of a two-way (content by objective) table of specifications is likely to

A)decrease validity and decrease reliability.
B)decrease validity and increase reliability.
C)increase validity and decrease reliability.
D)increase validity and increase reliability.

Question 14

The distribution of items and tasks in a table of specifications should reflect the relative

A)importance of objective.
B)objectivity of measurement.
C)practicality of measurement.
D)timeliness of the topic.

Question 15

One advantage of the multiple-choice item over other selection type items is that they

A)eliminate guessing.
B)are easier to construct.
C)are easier to score.
D)provide clues to misunderstandings.

Question 16

A table of specifications is also referred to as which of the following?

A)a one-way chart
B)a scatter plot
C)a test blueprint
D)a frequency distribution

Question 17

Failure to use proper specifications for tests and assessments will most likely result in an overemphasis on which of the following?

A)difficult material
B)state-mandated curriculum
C)factual knowledge
D)writing ability

Question 18

If a classroom test measures recall of factual information only, it is apt to lack which of the following?

A)interpretability
B)reliability
C)usability
D)validity

Question 19

The weight assigned to each instructional objective in a table of specifications should be determined by which of the following factors?

A)whether it comes first or last in the order of instruction.
B)the instructional time devoted to it.
C)whether or not it is represented on state standardized tests.
D)the time required to respond.

Question 20

To measure recall of important historical dates it would be best to use which of the following types of items?

A)matching
B)multiple-choice
C)short-answer
D)true-false

Question 21

The answer to an item in a classroom test should be one that is

A)plausible under specific circumstances.
B)agreed upon by experts.
C)stated somewhere in the textbook glossary.
D)mentioned in the classroom.

Question 22

Using specifications when constructing test items and assessment tasks is most likely to improve the

A)objectivity.
B)reliability.
C)sampling.
D)standardization.

Question 23

Substituting multiple-choice items for extended-performance tasks is most likely to increase which of the following?

A)objectivity
B)practicality
C)reliability
D)the number of items in the test

Question 24

The reading level of a test item should be at which of the following levels?

A)higher than the reading level of the student.
B)lower than the reading level of the student.
C)the same as the reading level of the student.
D)one level higher than the average of the class.

Question 25

Removing clues to the answer from test items is most likely to improve the test's

A)objectivity.
B)practicality.
C)reliability.
D)validity.