Deck 12: Developing Tests of Maximal Performance

Question 1

A test of maximal performance examines performance when test takers are ________.

A) engaging in challenging physical tasks
B) highly motivated
C) asked to achieve optimal efficiency
D) tested under conditions of significant duress

Answer 1

B

Question 2

Students in Ms. Urizar's 4^th period Spanish class were provided the entire 50-minute class period to complete the vocabulary test, although most students were able to complete the exam in 30 minutes. This Spanish test is an example of a ________.

A) speed test
B) power test
C) combination speed and power test

Answer 2

B

Question 3

Examination of ________ would be inappropriate for a speed test.

A) predictive criterion-related validity
B) concurrent criterion-related validity
C) test-retest reliability
D) internal consistency reliability

Answer 3

D

Question 4

In creating an essay for the midterm exam of her Education course, Isis asked students to compare and contrast two approaches to pedagogy. The exam question most likely was at the ________ level of cognitive abstraction according to Bloom's (1956) taxonomy.

A) application
B) analysis
C) evaluation
D) knowledge

Question 5

Janet complained that most of her Medical Terminology course was mere rote memorization. Her complaint would indicate that the level of Bloom's (1956) cognitive abstraction focused on in the course was primarily ________.

A) application
B) analysis
C) evaluation
D) knowledge

Question 6

Fives and DiDonato-Barnes (2013) proposed a(n) ________ to act as a blueprint for the development of a classroom test to help ensure the test assesses an adequate sample of content across the desired levels of cognitive complexity.

A) Table of Specifications
B) revision to Bloom's taxonomy
C) replacement of Bloom's taxonomy
D) Educational Checklist

Question 7

A multiple-choice question is a common example of a ________ item.

A) selected response
B) fill in the blank
C) free response
D) constructed response

Question 8

When scoring short answer or essay items, reading several responses before assigning grades can ________.

A) introduce criterion contamination
B) improve future item development
C) increase scoring reliability
D) eliminate scoring biases

Question 9

In writing multiple-choice items, use of the response option "None of the above" should be________.

A) included only when it is the correct response
B) never included
C) included only if it is sometimes the correct response
D) always included

Question 10

A major difference between large-scale test development and classroom test development is that in the classroom ________.

A) subject matter experts are more likely to review the items
B) item modification commonly precedes test administration
C) item statistics are typically computed prior to test administration
D) pre-testing is rarely performed

Question 11

Bloom's (1956) taxonomy for categorizing the level of item abstraction had a major impact on test development. Identify and define the 6 levels of Bloom's taxonomy.

Question 12

Discuss 3 changes proposed by Anderson and Krathwohl (2001) to Bloom's (1956) original taxonomy. Explain how you think these revisions improve on the original taxonomy.

Question 13

Compare and contrast the advantages and disadvantages of multiple-choice and short answer / essay items in the construction and administration of a classroom test.

Question 14

What does the concept of "test-wiseness" refer to? What is the possible impact of test-wiseness on the validity of test scores?

Question 15

Teachers often allow students to choose from among several essay questions on a test. Provide a rationale as to why this is, or is not, a good practice in testing.