Question 1

A school administrator wants to identify the top 10 percent of the senior students in order to recommend them for scholarship competition at the highest rated university in the state.What testing purpose would serve the administrator's purpose?
A)Criterion-referenced
B)Diagnostic
C)Norm-referenced
D)Standardized

Accepted Answer

Norm-referenced testing is designed to rank test takers in relation to one another. In this case, the administrator wants to identify the top 10 percent of senior students, so norm-referenced testing would be the most appropriate. Criterion-referenced testing is designed to measure how well a student has learned a specific curriculum, not to rank students. Diagnostic testing is used to identify a student's strengths and weaknesses to inform instruction, but it is not designed to rank students. Standardized testing refers to the administration and scoring of a test in a consistent way, but it can be norm-referenced or criterion-referenced depending on the purpose of the test.

Question 2

Kathy took the Stanford Achievement Test on Monday and again on Friday.Her two scores differed by only three points.These results may indicate a good level of what type of reliability?
A)Alternate-form
B)Internal consistency
C)Split-half
D)Test-retest

Accepted Answer

Test-retest reliability measures consistency of scores over time. Since Kathy took the same test twice and her scores differed by only three points, this indicates good test-retest reliability.

Question 3

Paper-and-pencil exercises,direct observations of performances,development of portfolios,and creation of artifacts are all methods of
A)assessment.
B)evaluation.
C)measurement.
D)testing.

Accepted Answer

These methods are all used to gather information and evaluate the skills or knowledge of an individual or group, which is the definition of assessment. Evaluation is a broader term that encompasses assessment, but it also includes making judgments about the quality or effectiveness of something. Measurement and testing are more specific terms that focus on quantifying and analyzing data, rather than the process of gathering it.

Question 4

One of the most efficient and effective ways to increase the reliability of a test is to
A)have more than one person grade the test.
B)keep the test brief.
C)lengthen the test.
D)provide ample response time.

Accepted Answer

Lengthening the test increases the number of items, which can improve reliability by averaging out random errors.

Question 5

The most important attribute of a norming sample is that it should be
A)completely random.
B)large and diverse.
C)limited in size.
D)similar to future test-takers.

Accepted Answer

The norming sample should be similar to future test-takers so that the norms are representative of the population that will be taking the test.

Question 6

At the beginning of the semester,Mr.Rumstead gave a formative test for the purposes of setting objectives.At the end of the course he gave the same test to determine grades.The second time this test was given,it was used as what type of test?
A)Aptitude
B)Diagnostic
C)Formative
D)Summative

Accepted Answer

The second time the test was given, it was used to determine grades, making it a summative test. The fact that it was previously used as a formative test for setting objectives does not change its classification as a summative test when used for grading purposes.

Question 7

A teacher who is interested in finding out how well a student is doing in class compared to students in other schools should use what type of test?
A)Criterion-referenced
B)Diagnostic
C)Norm-referenced
D)Teacher-designed

Accepted Answer

Norm-referenced tests are designed to compare a student's performance to that of other students who have taken the same test, providing information on how the student performs in relation to their peers. Therefore, a norm-referenced test would be most appropriate for a teacher interested in comparing a student's performance to that of students in other schools.

Question 8

The precision of a test refers to test reliability as measured by what method?
A)Alternate-form
B)Internal consistency
C)Split-half
D)Test-retest

Accepted Answer

The precision or reliability of a test is usually measured using internal consistency methods such as Cronbach's alpha or split-half reliability. These methods assess the consistency of different items or subscales within the same test. While alternate-form and test-retest reliability are also measures of test consistency, they relate more to the stability of the test over time or the equivalence of different test forms. Therefore, B) Internal consistency is the best choice for the precision of a test.

Question 9

Criterion-referenced tests are used primarily to assess
A)achievement of general instructional goals.
B)each student's achievement compared to other students.
C)mastery of specific objectives.
D)the range of achievement in a large group.

Accepted Answer

Criterion-referenced tests are designed to measure mastery of specific objectives or skills, rather than comparing students to each other or assessing general instructional goals.

Question 10

The term objective as used in objective testing refers to the
A)content goals of the items.
B)goal(s)of the test.
C)type of material covered.
D)way the test is scored.

Accepted Answer

Objective testing refers to the way the test is scored, meaning that the scoring is not influenced by the scorer's judgment or opinion.

Question 11

Which one of the following student outcomes is MOST likely to be the result of a criterion-referenced assessment tool?
A)Anita was the first student to complete the test.
B)Ben answered 10 out of 12 questions correctly.
C)Randy scored at the eighty-ninth percentile.
D)Sonia ranked fifteenth in French and ninth in music.

Accepted Answer

A criterion-referenced assessment tool measures a student's performance against specific criteria or standards. Therefore, it is most likely that the outcome will be a specific measure of mastery of the criteria, such as the number of questions answered correctly (as in option B). Options A, C, and D are more likely to be the outcome of a norm-referenced assessment tool that measures a student's performance in relation to other students.

Question 12

For which one of the following situations would a criterion-referenced test be the most appropriate measure to use?
A)Assessing the range of abilities in a large,mixed-ability group of students
B)Comparing students' general ability in specific subject areas such as English,algebra,or general science
C)Measuring mastery of basic competencies in addition and subtraction
D)Selecting candidates for a teaching position when only a few openings are available

Accepted Answer

A criterion-referenced test is most appropriate for measuring mastery of specific competencies or skills, which is exactly what is being tested in option C (mastery of addition and subtraction). Options A and B are better suited for norm-referenced tests, which compare individuals to each other, rather than a predefined standard. Option D would require a different type of assessment altogether, such as an interview or performance task.

Question 13

"We will have weekly quizzes,but your final grade will be based only on the midterm and final exam." This decision implies that the quizzes are to be used for what type of evaluation?
A)Criterion-referenced
B)Formative
C)Norm-referenced
D)Summative

Accepted Answer

The quizzes are used for formative evaluation, which is intended to monitor student learning and provide ongoing feedback to improve teaching and learning, rather than contributing to the final grade.

Question 14

A test or rating scale is objective to the extent that it
A)is free of biases of the administrators and scorers.
B)measures only one,or only a very few variables.
C)predicts an important and realistic criterion.
D)yields the same score each time an individual takes it.

Accepted Answer

Objective tests or rating scales are those that are free from biases of the administrators and scorers. By eliminating subjectivity, they are more reliable and valid in measuring the variable of interest. Choices B, C, and D do not necessarily guarantee objectivity as they refer to different aspects of test or rating scale properties such as complexity, criterion validity, or test-retest reliability.

Question 15

The fundamental purpose of educational assessment is to
A)determine the quality of the outcomes being judged.
B)identify which programs or people are superior to others.
C)obtain objective data that express performances in quantitative terms.
D)provide information to support decision-making.

Accepted Answer

The purpose of educational assessment is to provide information to support decision-making, such as improving instruction or determining whether students have achieved certain learning outcomes. While quantitative data and comparisons may be a part of assessment, they are not the ultimate purpose. Additionally, assessment should not be used to label programs or people as superior or inferior.

Question 16

A local high school developed a math achievement test and used the results to determine the selection of students for an advanced placement course with a limited number of seats.What type of test should be used?
A)Criterion-referenced
B)Diagnostic
C)Norm-referenced
D)Standardized

Accepted Answer

Norm-referenced tests compare individual performance to a group of similar individuals, allowing for ranking of test-takers. This makes it appropriate for situations like selecting a limited number of students for an advanced placement course where ranking is important. Criterion-referenced and diagnostic tests are used primarily for instructional purposes, while standardized tests can be either norm-referenced or criterion-referenced.

Question 17

What type of test would provide the most useful information for the following question: "Are the learning outcomes for the new unit sequenced appropriately?"
A)Diagnostic
B)Formative
C)Placement
D)Summative

Accepted Answer

A formative test would provide the most useful information because it allows for ongoing feedback during the learning process, allowing for adjustments to be made if needed. A diagnostic test is used to assess prior knowledge before starting a new unit, a placement test is used to determine a student's level of skill or knowledge, and a summative test is used to evaluate learning at the end of a unit or course.

Question 18

Which one of the following situations requires a norm-referenced evaluation?
A)Assessing whether an individual has been drinking too much to drive
B)Certifying whether a newly graduated education student can perform satisfactorily as a teacher
C)Hiring one manager from a pool of ten applicants for a large department store
D)Reporting to parents about how much students have learned during the semester

Accepted Answer

A norm-referenced evaluation is used to compare individuals to a norm or average group, such as selecting one manager from a pool of ten applicants based on their performance in comparison to others. The other options require criterion-referenced evaluations, which assess individual performance against a specific standard or criteria, such as assessing whether an individual has been drinking too much or whether a student has learned a certain amount during the semester. Certifying a newly graduated education student as a teacher would also likely require a criterion-referenced evaluation based on specific teaching standards.

Question 19

What type of test would provide the most useful information for the following question: "Are students making satisfactory progress in learning the metric system?"
A)Diagnostic
B)Formative
C)Placement
D)Summative

Accepted Answer

Formative assessments are designed to monitor student learning and provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. They are ideal for assessing progress in learning specific content like the metric system.

Question 20

A major difference between formative and summative tests is the
A)format of the test items.
B)interpretation of the test data.
C)preparation of the test directions.
D)role played by content validity in the two tests.

Accepted Answer

The main difference between formative and summative tests is the interpretation of the test data. Formative tests are used to provide feedback to students and teachers about the student's progress towards specific learning goals, while summative tests are used to evaluate the overall level of knowledge or proficiency at the end of a course or unit. In formative tests, the data is used to make instructional decisions and guide further learning, while in summative tests, the data is used to determine grades or certification.

Quiz 15: Classroom Assessment, Grading, and Standardized Testing

A school administrator wants to identify the top 10 percent of the senior students in order to recommend them for scholarship competition at the highest rated university in the state.What testing purpose would serve the administrator's purpose?

Kathy took the Stanford Achievement Test on Monday and again on Friday.Her two scores differed by only three points.These results may indicate a good level of what type of reliability?

Paper-and-pencil exercises,direct observations of performances,development of portfolios,and creation of artifacts are all methods of

One of the most efficient and effective ways to increase the reliability of a test is to

The most important attribute of a norming sample is that it should be

At the beginning of the semester,Mr.Rumstead gave a formative test for the purposes of setting objectives.At the end of the course he gave the same test to determine grades.The second time this test was given,it was used as what type of test?

A teacher who is interested in finding out how well a student is doing in class compared to students in other schools should use what type of test?

The precision of a test refers to test reliability as measured by what method?

Criterion-referenced tests are used primarily to assess

The term objective as used in objective testing refers to the

Which one of the following student outcomes is MOST likely to be the result of a criterion-referenced assessment tool?

For which one of the following situations would a criterion-referenced test be the most appropriate measure to use?

"We will have weekly quizzes,but your final grade will be based only on the midterm and final exam." This decision implies that the quizzes are to be used for what type of evaluation?

A test or rating scale is objective to the extent that it

The fundamental purpose of educational assessment is to

A local high school developed a math achievement test and used the results to determine the selection of students for an advanced placement course with a limited number of seats.What type of test should be used?

What type of test would provide the most useful information for the following question: "Are the learning outcomes for the new unit sequenced appropriately?"

Which one of the following situations requires a norm-referenced evaluation?

What type of test would provide the most useful information for the following question: "Are students making satisfactory progress in learning the metric system?"

A major difference between formative and summative tests is the