Question 1

An example of an internal consistency reliability method would be the
A) test retest
B) split half
C) alpha omega
D) alpha beta

Accepted Answer

The split half method is a type of internal consistency reliability that involves splitting a test into two equivalent halves and then correlating the scores between the two halves. This method measures the extent to which different parts of the test are measuring the same construct. The other options, test retest, alpha omega, and alpha beta, are not examples of internal consistency reliability methods. Test retest measures the stability of a test over time, while alpha omega and alpha beta are variations of Cronbach's alpha, which is a type of internal consistency reliability.

Question 2

When test scores have been shown to accurately predict later performance, then the test is considered to have
A) predictive reliability
B) predictive validity
C) internal consistency
D) both a and b, but not c

Accepted Answer

Predictive validity is the extent to which a test can accurately predict performance on a relevant future outcome. Therefore, if test scores have been shown to accurately predict later performance, the test is considered to have predictive validity. Internal consistency refers to the degree of consistency between different items on the same test. While predictive reliability is not a recognized term in the field of psychometrics.

Question 3

If the proportion of persons answering a given item correctly were to reach 95%, then the item would be assigned
A) a .95 confidence level
B) a .95 alpha error
C) a .95 discrimination index
D) a .95 difficulty index

Accepted Answer

The difficulty index is the proportion of test-takers who answered the item correctly. A difficulty index of 0.95 would mean that 95% of test-takers answered the item correctly. Therefore, the correct choice is D. The other options are not relevant to the information provided.

Question 4

The test-retest method can be used to assess a test's
A) predictive validity
B) reliability
C) construct validity
D) all of these, depending on what statistical tests are used

Accepted Answer

The test-retest method involves administering the same test to the same group of people on two different occasions, with a period of time in between. The purpose is to determine if the test is reliable, meaning consistent over time. Therefore, the best choice is B, as it directly pertains to assessing reliability. Predictive validity and construct validity are different types of validity and would require different methods of assessment. The answer D is not entirely wrong but not the most accurate, as it depends on what specific statistical tests are used to assess validity and reliability.

Question 5

Unless the Spearman-Brown is used, split-half reliability values tend to be
A) lower than test-retest values
B) higher than test-retest values
C) identical with test-retest values (for the same test)
D) sometimes higher and sometimes lower, depending on which trait is being

Accepted Answer

Split-half reliability values tend to be lower than test-retest values unless the Spearman-Brown formula is used to correct for the shortened test length in split-half reliability estimation.

Question 6

The Spearman-Brown prophecy formula is used to correct for
A) an over-estimate of the original correlation
B) an under-estimate of the original correlation
C) the lack of any degrees of freedom
D) having previously eliminated the alpha error

Accepted Answer

The Spearman-Brown prophecy formula is used to correct for an under-estimate of the original correlation. It is used to estimate how increasing the length of a test or measure will affect its reliability. The formula predicts the reliability of a longer test based on the reliability of a shorter test, and it assumes that the items are all testing the same construct.

Question 7

For the majority of the items in any given test, the difficulty index should be kept at approximately
A) .99
B) .50
C) .01
D) none of these, since item difficulty is not a quantifiable value.

Accepted Answer

The ideal difficulty index for the majority of items in a test is around .50, meaning that roughly half of test-takers should answer the question correctly and half should answer incorrectly. This allows for differentiation among test-takers and ensures that the test is not too easy or too difficult. Choosing answer A or C would result in a skewed test that is either too easy or too difficult, and answer D is incorrect as item difficulty is a quantifiable value.

Question 8

The Spearman-Brown prophecy formula should not be used unless the correlation has been obtained on the basis of the
A) test-retest technique
B) alternate forms technique
C) predictive validity technique
D) split-half technique

Accepted Answer

The Spearman-Brown prophecy formula is used to estimate the reliability of a test that has been split in half (split-half technique), so the correlation needs to be obtained on the basis of this technique.

Question 9

The split-half method can be used to assess a test's
A) predictive validity
B) construct validity
C) reliability
D) all of these, depending on what statistical tests are used

Accepted Answer

The split-half method is a way of assessing the reliability of a test, by splitting the test into two halves and comparing the results. It does not assess predictive validity or construct validity.

Question 10

When a correlation is established between the odd and even-numbered items, then the procedure was used to assess
A) predictive validity
B) construct validity
C) concurrent validity
D) none of these, since the procedure outlined above is used to assess

Accepted Answer

The procedure described is used to assess internal consistency or reliability, specifically split-half reliability, rather than any type of validity mentioned in the options.

Question 11

An attempt to determine whether a given item separates the high from the low performers on the overall test is called the
A) discrimination index (DI).
B) item difficulty level (IDL)
C) item response test (IRT)
D) discrimination of performance evaluation (DOPE)

Accepted Answer

The discrimination index (DI) is a statistical measure used to determine whether a given item on a test is able to differentiate between high and low performing students. It is calculated by comparing the proportion of high scorers who answered the item correctly to the proportion of low scorers who answered the item correctly. A high DI indicates that the item is able to distinguish between high and low performers, while a low DI indicates that the item may not be an effective differentiator. Therefore, option A is the best choice as it directly relates to the given scenario. Option B is incorrect as item difficulty level is a measure of how difficult an item is for all students, regardless of their performance. Option C and D are made-up terms and not related to the given scenario.

Question 12

An item would be considered extremely difficult if it had a difficulty index of
A) .99
B) .50
C) .01
D) none of these, since item difficulty is not a quantified value.

Accepted Answer

A difficulty index of .01 indicates that only 1% of participants were able to answer the item correctly, making it extremely difficult.

Question 13

When engaging in item analysis techniques, the researcher treats each item as
A) a criterion based score
B) a criterion against which all other items must be compared
C) a subtest in a larger composite test.
D) a robust correlation

Accepted Answer

Item analysis involves examining each item (question) on a test as if it were a mini-test or subtest within the larger context of the entire assessment. This approach helps in understanding how well each item performs in measuring what it is supposed to measure, contributing to the overall effectiveness of the test.

Question 14

One popular statistical technique for evaluating the level of item discrimination is the
A) standard error of measurement
B) standard error of the mean
C) standard error of estimate
D) point biserial correlation

Accepted Answer

The point biserial correlation is a statistical technique commonly used to evaluate the level of item discrimination in testing situations, as it measures the relationship between an item score and the total score on a test. This correlation coefficient ranges from -1 to +1, with values closer to 1 indicating higher levels of item discrimination. Therefore, option D is the best choice. The other options listed are statistical techniques used in other contexts, but not specifically for evaluating item discrimination.

Question 15

The Kuder-Richardson formula (KR21) presented in the chapter is used for establishing
A) test validity
B) internal consistency reliability
C) test retest reliability
D) predictive validity

Accepted Answer

The Kuder-Richardson formula (KR21) is used to measure internal consistency reliability, which evaluates if different items on a test are measuring the same construct. Therefore, the answer is B.

Question 16

When a test has been shown to be measuring what it purports to measure, then we may assume that the test is
A) reliable
B) valid
C) containing only homogeneous items
D) containing only heterogeneous items

Accepted Answer

Validity refers to the extent to which a test measures what it was designed to measure. Therefore, if a test is shown to be measuring what it purports to measure, it is considered valid. Reliability, on the other hand, refers to the consistency of test scores over time or across different raters, and is not directly related to whether the test measures what it is supposed to measure. The options C and D refer to item homogeneity, which is not necessarily related to the validity or reliability of the test.

Question 17

For a given item, when the performances of those whose overall scores put them among the highest third of the group are compared with those who scored among the lowest third of the group, the resulting difference is called the
A) discrimination index (DI).
B) item difficulty level (IDL)
C) item response test (IRT)
D) discrimination of performance evaluation (DOPE)

Accepted Answer

The difference in performance between those who score in the highest and lowest thirds of the group is a measure of an item's ability to discriminate between high- and low-performing individuals. This is calculated using the discrimination index (DI), making option A the correct answer. Option B, item difficulty level (IDL), refers to how easy or difficult an item is regardless of performance, while option C, item response test (IRT), is a method for analyzing responses to items on a test. Option D, discrimination of performance evaluation (DOPE), is not a commonly used term in educational measurement.

Question 18

When a test has been shown to be reliable, it means that its results
A) are stable and consistent
B) are measuring what the test was designed to measure
C) are automatically assumed to be valid
D) both a and b, but not c

Accepted Answer

Reliability in testing refers to the consistency and stability of the test results over time. It means that if the test is administered multiple times under similar conditions, it will produce similar results. Validity, which is about whether the test measures what it's supposed to measure, is a separate concept and not implied by reliability alone.

Question 19

When test scores are correlated with an already established and accepted measure of the construct under study, then the procedure was used to assess
A) predictive validity
B) construct validity
C) concurrent validity
D) none of these, since the procedure outlined above is used to assess

Accepted Answer

The procedure described above is used to assess concurrent validity, which involves comparing a new measure to an established measure of the same construct. Predictive validity involves using a measure to predict future outcomes, while construct validity involves demonstrating that a measure is actually measuring the construct it is intended to measure. Option D is incorrect because the procedure described does have a specific purpose (assessing concurrent validity).

Question 20

All tests that have been shown to be statistically reliable, must also be
A) valid
B) norm-referenced
C) criterion-referenced
D) none of these

Accepted Answer

Statistical reliability refers to the consistency of a test's results over time, but it does not guarantee that the test is valid (measuring what it is supposed to measure), norm-referenced (comparing test takers to each other), or criterion-referenced (measuring test takers against a fixed set of criteria). A test can be reliable without being valid, norm-referenced, or criterion-referenced.

Quiz 17: Tests and Measurements

An example of an internal consistency reliability method would be the

When test scores have been shown to accurately predict later performance, then the test is considered to have

If the proportion of persons answering a given item correctly were to reach 95%, then the item would be assigned

The test-retest method can be used to assess a test's

Unless the Spearman-Brown is used, split-half reliability values tend to be

The Spearman-Brown prophecy formula is used to correct for

For the majority of the items in any given test, the difficulty index should be kept at approximately

The Spearman-Brown prophecy formula should not be used unless the correlation has been obtained on the basis of the

The split-half method can be used to assess a test's

When a correlation is established between the odd and even-numbered items, then the procedure was used to assess

An attempt to determine whether a given item separates the high from the low performers on the overall test is called the

An item would be considered extremely difficult if it had a difficulty index of

When engaging in item analysis techniques, the researcher treats each item as

One popular statistical technique for evaluating the level of item discrimination is the

The Kuder-Richardson formula (KR21) presented in the chapter is used for establishing

When a test has been shown to be measuring what it purports to measure, then we may assume that the test is

For a given item, when the performances of those whose overall scores put them among the highest third of the group are compared with those who scored among the lowest third of the group, the resulting difference is called the

When a test has been shown to be reliable, it means that its results

When test scores are correlated with an already established and accepted measure of the construct under study, then the procedure was used to assess

All tests that have been shown to be statistically reliable, must also be