Deck 3: Administration and Scoring of Tests

Question 1

All students should be permitted as much time as they wish to finish a test.

Answer 1

False

Question 2

All items on an essay test should be attempted by all examinees.

Answer 2

True

Question 3

Examinees should be told the test time limits and how to record their answers, but not necessarily how the test is to be scored.

Answer 3

False

Question 4

Administration of a classroom achievement test to a child requires the written informed consent of the child?s parent(s) or guardian.

Question 5

It is essential to establish rapport in administering group tests, but rapport is not as critical on individual tests.

Question 6

It is usually a waste of time to go back over a test and reconsider your answers.

Question 7

In scoring an essay test, an examinee?s answers to all items should be scored before going on to the next examinee?s paper.

Question 8

Correcting for guessing is probably not worth the effort in scoring classroom achievement tests.

Question 9

Since multiple-choice items have twice as many options as true-false items, they should be given twice the scoring weight.

Question 10

Corrections for guessing are not often used in scoring standardized tests, but they are recommended on classroom achievement tests.

Question 11

Examinees are typically more afraid of oral tests than of written tests.

Question 12

It has been found that examinees almost always score lower or at least no higher when they reconsider their answers and change some of them.

Question 13

A good policy in answering multiple-choice test items is not to leave items unanswered ("blank") if at least one option can be eliminated.

Question 14

Style and content should be evaluated separately in scoring essay items.

Question 15

Graduate students and professional psychologists rarely make mistakes in scoring standardized intelligence tests.

Question 16

Ebel's confidence weighting procedure is an alternative method for scoring true -false items.

Question 17

Scores on criterion-referenced tests are expressed as percentages.

Question 18

When grading "on the curve," the same number of A's, B's, C's, D's, and F's should be assigned.

Question 19

Informed consent refers to an agreement between an agency or another person and

A) an examinee.
B) an examinee's legal representative.
C) an examinee's parent(s).
D) any of the above.

Question 20

Of all the following important factors in preparing for a standardized group-administered test, the most crucial is for the examiner to

A) be thoroughly familiar with the directions for administering the test.
B) inform the examinees in advance where, when, and what kind of test will be administered.
C) make certain that the testing environment is quiet, comfortable, well-lighted, and adequately furnished.
D) review beforehand with the examinee items that are similar to those on the test.

Question 21

Cheating on a group test can be most effectively minimized by

A) including a penalty for cheating in the formula for scoring the test.
B) seating examinees one seat apart or in such a way that cheating is difficult.
C) warning examinees that cheating will be dealt with severely.
D) watching the examinees ?like a hawk? during the test.

Question 22

Rapport is an important aspect of test

A) administration.
B) construction.
C) item analysis.
D) scoring.

Question 23

Rapport refers to a

A) case study describing the tests used and the diagnosis made.
B) hierarchy of questions on a test in order of increasing difficulty.
C) special type of projective test in which there is a minimum of structure.
D) warm, friendly relationship between examiner and examinee.

Question 24

The best time to schedule a test is

A) just before or after a school holiday.
B) right after lunch, when students are feeling energetic.
C) when students usually engage in some other enjoyable activity.
D) none of the above.

Question 25

Since errors of measurement can easily raise or lower scores on a test, it is important to

A) be flexible in presenting the directions to a test.
B) follow the test directions exactly without deviation.
C) tell the examinees to use their own judgment concerning the test directions.
D) use common sense in deciding what portion of the test directions to read.

Question 26

Which of the following statements is false?

A) Examinees should be told in advance what type of test will be administered.
B) Examinees usually do not score as high on an objective test if they are told to expect an essay test than if they are told to expect an objective test.
C) Examinees usually score higher on a recall test if they are told to expect a recall test.
D) Examinees usually score higher on a recognition test if they are told to expect a recognition test.

Question 27

The most effective procedure for reducing cheating when testing a large group of people is to

A) employ a sufficient number of proctors to watch the examinees.
B) prepare and use several different answer sheets.
C) prepare and use several different forms of the test.
D) seat the examinees at least one seat apart.
E) warn the examinees that if they are caught cheating they will be penalized.

Question 28

Test wiseness is an aspect of test

A) planning.
B) preparation.
C) scoring.
D) taking.

Question 29

Which of the following statements concerning test taking is true?

A) Answers are more likely to be changed from right to wrong than vice versa.
B) Changing answers tends to raise scores more on less difficult than on more difficult tests.
C) Examinees should always review their answers when time permits.
D) Girls tend to improve their test scores more than boys when they change answers.

Question 30

In scoring a classroom achievement test, it is recommended that

A) a correction for guessing be applied to multiple-choice, but not to true-false items.
B) essay answers containing the same information not be weighted according to the length of the answer.
C) multiple-choice items be weighted according to their length and degree of complexity.
D) multiple-choice items be weighted more than true-false and short-answer items.

Question 31

Giving a person a high score or high rating on one question simply because he or she scores high on other questions is referred to as the

A) central tendency error.
B) halo effect.
C) leniency error.
D) response set.

Question 32

Ebel?s confidence weighting procedure was designed for __________ items.

A) completion
B) matching
C) multiple-choice
D) true-false

Question 33

Computing the absolute values of the differences between the correct answers and the examinee's answers is the first step in scoring a __________ item.

A) matching
B) multiple-choice
C) rearrangement
D) true-false

Question 34

Which of the following recommendations concerning test scoring is incorrect?

A) Do not use correction for guessing formulas.
B) Give multiple-choice items having four alternatives twice as much weight as true-false items.
C) Let examinees know the scoring system before the test begins.
D) Weight essay items according to the amount of space that examinees are instructed to use in their answers.

Question 35

On a classroom test composed of a 50 multiple-choice items, the most appropriate scoring formula, where S = final score, R = number of items answered correctly, W = number of items answered incorrectly, and k = number of options per item, is

A) S = R.
B) S = R - kW.
C) S = R - W.
D) S = R - W/(k - 1).

Question 36

Employing the standard correction for guessing formula in scoring a 50 -item true-false test, an examinee who gets 30 items right and 20 items wrong will make a score of

A) 10.
B) 20.
C) 25.
D) 30.

Question 37

By sheer random guessing, on the average an examinee can expect to get __________ of the items on a true-false test right and __________ of the items on a four -option multiple-choice test right.

A) 25%, 40%
B) 50%, 25%
C) 60%, 30%
D) 75%, 20%

Question 38

On a four-option, multiple-choice test scored by the recommended procedure for a classroom achievement test, James gets 24 items right, 24 items wrong, and leaves 2 items blank. His score on the test is

A) 0.
B) 16.
C) 18.
D) 24.

Question 39

Which of the following is not an advantage of computer-based adaptive tests?

A) Answers can be revised and changed if the examinee likes.
B) Time to complete them is less than for conventional tests.
C) They are less reliable and valid than conventional tests.
D) Adaptive tests are less expensive than conventional tests.

Question 40

Describe a test examinerʹs duties before, during, and after administering a test.

Question 41

What are the differences in the procedures used in scoring essay, objective, oral, and performance tests?

Question 42

What is a ʺcorrection for guessing,ʺ with what kinds of tests is it used, and how effective is it?

Question 43

What is ʺtest wisenessʺ and what features of test items do test -wise examinees use in responding to them?

Question 44

What is an adaptive test, and what are its advantages and disadvantages in comparison with a conventional test?