Deck 14: Assembling, Administering, and Appraising Classroom Tests and Assessments

Question 1

An item analysis yields the following results for a multiple-choice item (alternative A is the correct answer): Number of students in the upper and lower scoring groups on the total test choosing each alternative.
Alternative A* B C D Omit Total
Upper Group 3 1 5 1 0 10
Lower Group 6 2 0 1 1 10
Which one of the following statements is NOT justified by these results?

A)The item should be reviewed for possible miskeying.
B)The item has negative discrimination.
C)The item has a difficulty of 45%.
D)The item is invalid.

Answer 1

D

Question 2

A fellow teacher's review of test items and assessment tasks is helpful in

A)identifying the objectives measured.
B)improving clarity.
C)improving difficulty.
D)relating items and tasks to instruction.

Answer 2

B

Question 3

Which of the following is a desirable procedure for reducing student cheating on a test?

A)Correct the test for guessing
B)Do not permit questions during testing
C)Have students turn in all scratch paper
D)Allow students to use class notes

Answer 3

C

Question 4

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is

A)25%.
B)50%.
C)75%.
D)100%.

Question 5

When arranging items in a test, it is best to ensure which of the following?

A)item types are mixed within each section
B)essay questions are placed last
C)difficult items are placed first
D)items are placed randomly

Question 6

A distracter in a multiple-choice item is judged good if it attracts more students who have

A)cheated on the test.
B)obtained high scores.
C)obtained low scores.
D)marked the items carelessly.

Question 7

If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have

A)content relevance.
B)difficulty.
C)high reliability.
D)high predictive power.

Question 8

Item discriminating power should typically not be interpreted as item validity because

A)item analysis usually is based on a partial sample..
B)item analysis usually uses an internal criterion.
C)item validity is also based on item difficulty.
D)defects in test items lower validity.

Question 9

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?

A)none
B)10
C)50
D)100

Question 10

The correction-for-guessing formula assumes that student guesses are based on which of the following?

A)blind choosing
B)incorrect information
C)partial information
D)testwiseness

Question 11

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?

A)58
B)60
C)62
D)64

Question 12

Low discriminating power is acceptable, but only if the item

A)has a 50% level of difficulty.
B)has only three alternatives.
C)is closely related to other items.
D)measures a unique learning outcome.

Question 13

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be

A)50%, .60.
B)50%, .80.
C)60%, .60.
D)60%, .80.

Question 14

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?

A)the complexity of the computations
B)the difficulty of the interpretations
C)the small number of students
D)the time needed to collect the data

Question 15

A test item has positive discriminating power when answered correctly by

A)all students.
B)more high-scoring students.
C)more low-scoring students.
D)average students.

Question 16

The 10 students with the highest scores on a set of 8 assessment tasks had the following distribution of scores on one of the assessment tasks that was scored on a 3-point scale: 1 (1 student), 2 (5 students), 3 (4 students).Which of the following distributions of scores for the 10 lowest scoring students indicates that the task discriminated negatively?

A)1 (3 students), 2 (4 students), 3 (3 students)
B)1 (5 students), 2 (5 students), 3 (0 students)
C)1 (9 students), 2 (1 student), 3 (0 students)
D)1 (0 students), 2 (3 students), 3 (7 students)

Question 17

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

Question 18

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?

A)complexity of the items
B)number of alternatives
C)objectivity of the items
D)use of interpretive exercises

Question 19

If test directions instruct students to "answer every item," it is not recommended that educators

A)compute item difficulty.
B)compute item discrimination.
C)correct for guessing.
D)determine split-half reliability.

Question 20

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is

A)20%.
B)60%.
C)70%.
D)80%.

Question 21

If paper costs are a factor, educators can reduce the print size of test questions.

Question 22

One good method for discouraging cheating is to proctor an exam by moving around the room.
Agree
Disagree

Question 23

It is good practice to not break up a test item and continue it on the next page.
Agree
Disagree