1. CRT
Which of the following is preferred when cutoffs are important?
b. criterion-referenced test
2. Mastery Learning
What problems are associated with mastery learning?
d. all of the above
3. Standards 2
Which of the following in not a basic approach for developing criterion-referenced standards?
a. behavioral
4. Standards 3
How should criterion-referenced standards be specified?
b. by defining a class or domain of tasks that should be performed by the individual
5. Mastery Learning 2
What is the order of the basic steps in mastery learning?
c. establishing behavioral objectives, pretesting, instruction, and posttesting
6. Mastery Learning 3
What name is given to specifically written goals with directions for how to attain them?
c. behavioral objectives
7. Criterion
What name is given to a test score indicating that a person actually met the criterion but the field test indicated he did not?
a. false positive
8. Mastery Learning 6
Which of the following contains compatible words?
b. mastery test, criterion, cutoff score
9. CRT 9
Before allowing students to participate in a gymnastics unit, a teacher administered a safety rules test with the requirement that everyone score above 80%. This is an example of what type of test?
b. criterion-referenced
10. Criterion 2
False positives result when subjects truly ________ the criterion, but the field test indicates they ________.
a. meet; did not
11. Reliability
What statistic is often calculated with criterion-referenced reliability and validity?
c. chi-square
12. Measurement
What level of measurement is most often associated with criterion-referenced measurement?
a. nominal
13. CRT12
What statistical test used with CRTs is actually the number of agreements divided by the total number of classifications made?
c. proportion of agreement
14. Statistical Analysis 2
What does kappa consider that proportion of agreements (P) does not?
a. chance
15. Statistical Analysis 3
What test statistic would be examined by determining how many students met the cutoff score and how many did not meet the cutoff score for a test on day 1 and again on day 2?
d. stability reliability
16. Statistical Analysis 4
What test statistic would be evaluated by determining how many students met the cutoff score and how many did not meet the cutoff score on two different tests of cardiovascular fitness?
c. equivalence reliability
17. Standards 4
A high school volleyball coach determines that each player must be able to serve 8 out of 10 serves into the court in overhand fashion. This is an example of a
a. judgmental standard
18. Definitions
What is the process of interpreting information to make a judgment or interpretation of its meaning called?
b. evaluation
19. Assessment
Which of the following is not an example of an alternative assessment technique?
b. completing a 1 mi run/walk test
20. Assessment 3
Which of the following statements concerning alternative assessment is not true?
a. Alternative assessment lends itself to the use of norm-referenced standards.
21. Assessment 6
Which of the following test characteristics is considered unimportant when dealing with alternative assessment techniques?
d. none of the above
22. Assessment 8
What procedure would be recommended to ensure reliable scoring of alternative assessments?
c. developing well-defined, explicit performance criteria
23. Assessment15
What can you do to help counter bias in alternative assessments?
c. collect several types of data
24. Assessment16
What clarifies student expectations when using alternative assessment?
e. providing explicit directions to the student
25. Assessment17
What do you want to increase most as the consequences of alternative assessments increase?
d. the validity of the measurement
26. Assessment18
To whom are you referring when discussing meaningfulness in alternative assessments?
e. students
27. Portfolio 2
A portfolio consists of
b. examples of student work
28. Assessment21
Which of the following doesn't belong with the others?
c. norm-referenced assessment
29. Assessment22
Which of the following is not an alternative assessment measurement technique?
d. true/false tests
30. Assessment23
What is the most commonly used measurement technique used in alternative assessment?
b. observation
31. Assessment24
What type of standards are most often associated with alternative assessment and why?
a. criterion-referenced, because of the subjectivity involved
32. Grading
What important testing principle would be violated most by using successful completion of the FITNESSGRAM testing program as the primary factor to determine the final grade for students completing a touch football unit?
c. validity
33. Grading 3
Ideally, which of the following should be most reflected in a student's grade?
d. the achievement of the student
34. Grading 4
Which of the following are problems in grading on improvement?
d. all of the above
35. Grading 6
What is the biggest disadvantage of using arbitrary standards in grading?
a. consistency
36. Grading 7
What best describes grading?
c. a summative evaluation
37. Grading 9
Which statement would most likely be made by a teacher using an absolute grading system?
b. All scores below 70% of the maximum will be considered failures.
38. Grading10
Which of the following is not one of the four basic steps in the process of grading?
d. revising course objectives based on results
39. Grading14
Subjectivity in determining grades negatively affects which of the following attributes most seriously?
c. reliability
40. Grading15
The lack of a clear definition of what a particular grade means negatively affects which of the following attributes most seriously?
d. validity
41. Domains
Which domain of human experience is most unique to individuals involved in teaching about and assessing physical activity?
d. psychomotor
42. Objectives
Which of the following is the least important consideration in determining objectives?
b. whether the necessary facilities are available to meet the objective
43. Grading16
What is the advantage of considering a grade to be a measurement rather than an evaluation?
a. It is less susceptible to a particular teacher's expectations.
44. Domains 2
Which of the following class units would most likely have more weight placed on objectives from the affective domain than the other units?
a. dance unit (co-ed)
45. Grading17
What should be your first step in the grading process?
e. determine instructional objectives
46. Distribution
Using natural breaks in a distribution rather than sticking with a predetermined percentage of each grade to be given recognizes what fallibility of measurement?
d. reliability
47. Essay
Which of the following is of first concern when you have an essay examination to grade?
c. objectivity
48. Validity 2
What type of validity is enhanced by having a fellow teacher review the items on the test?
a. content validity
49. Item Analysis
For a 50-item test given to 140 students, approximately how many of the answer sheets would be used in an item analysis?
d. 76
50. Test Characteristic
What do item characteristics' difficulty (P) and discrimination (r or D) affect?
c. both a and b
51. Item Analysis 2
One hundred students are in each of the upper and lower groups. Fifty students in the upper group and eighty students in the lower group got a question correct. What is the index of difficulty of this question?
d. .65
52. Item Analysis 3
One hundred students are in each of the upper and lower groups. Fifty students in the upper group and eighty students in the lower group got a question correct. What is the index of discrimination of this question?
b. .30
53. Test Characteristic 2
What characteristic of a written test would be most enhanced if every student were equally skilled in test taking?
d. validity
54. Test Characteristic 3
What major advantage do multiple-choice questions have over true/false items?
b. Guessing is less of a factor.
55. Test Characteristic 4
Which of the following is most important for an achievement test?
b. the discrimination index
56. Testing 2
Ideally, how difficult should the items be that comprise written achievement tests?
b. Most items should be of middle difficulty.
57. Testing 3
Poor item discrimination leads to
a. unreliability
58. Item Analysis 5
If six of eight pupils answered a question correctly, what is the index of difficulty of the question?
c. 75%
59. Test Characteristic 5
Which of the following factors will ensure that a test is objective?
a. a well-defined scoring method for the test
60. Test Characteristic 6
What characteristic does an item that is answered correctly by a larger number of good students than poor students display?
b. positive discrimination
61. Test Characteristic 8
If you could obtain only one piece of information about a test, what would you like to see?
e. validity coefficient
62. Testing 4
What major advantage do multiple-choice questions have over essay items?
d. Objectivity is greater with multiple-choice items.
63. Testing 5
Other things being equal, increasing the number of items on a test also increases
c. reliability
64. Testing 6
Which of the following is an important advantage of the multiple-choice test?
a. wide sampling
65. Test Characteristic 9
What characteristic is measured by the Kuder-Richardson formulas?
c. reliability
66. Item Analysis 7
One hundred fifty students have taken your written test. Approximately how many answer sheets should you use to conduct an item analysis by hand?
d. 80
67. Testing 8
What increases when additional items are added to a written test?
b. reliability
68. Essay 2
What is the major difference between objective and essay items?
a. Objective items are more reliable.
69. Multiple Choice 2
What is the best way to make a multiple-choice question less difficult?
c. use heterogeneous responses
70. Testing 9
What type of objective test item is most seriously affected by blind guessing?
b. true/false
71. Essay 3
Which of the following should not be done when grading essay exams?
c. sort the papers into three to five rough piles according to a quick inspection of the overall paper
72. Testing12
Which of the following considerations in constructing a written test should be fairly well established before the course begins?
a. the emphasis to be given various topics
73. Testing13
Generally, how many questions could be included on a test so that about 90% of a class of high school or college students would be expected to complete the test in 1 hr?
d. 60 multiple-choice or 120 true/false
74. Testing14
Using which of the following testing formats is most likely to lead to the use of good test construction techniques?
d. objective tests
75. Testing15
A teacher is scheduled to give an examination to four classes on December 1. The teacher begins coaching duties on December 1. If the four classes have been covering the same material in class and average 25 pupils each, what type of test should the teacher administer?
c. multiple-choice; more time to construct the test than to correct it
76. Test Characteristics
Which is most likely to increase as the variance increases on a written test?
c. reliability of the test
77. Test Characteristics 2
What can be said about a test item that discriminates negatively?
d. It is not valid.
78. Item Analysis 9
With what type of test is item analysis typically used?
d. depends on the nature of the test
79. Test Characteristics 3
If a table of specifications calls for 20% of the 50 questions on a test to measure recall (knowledge) and 30% of them to measure strategy, how many of the test items should deal with recall (knowledge) of strategy?
c. 3
80. Untitled
If 20 of 40 in the upper group and 20 of 40 in the lower group choose the correct answer to a multiple-choice question with five possible responses, what would the index of discrimination be for the item?
c. .0
81. Item Analysis10
When is an item considered to have good discrimination power?
c. both of the above
82. Testisng
What type of survey would yield very consistent but inaccurate results?
c. a survey with high bias and high precision
83. Testing16
An open scale survey question gives the respondent
c. the opportunity to write an answer
84. Testing17
A table of specifications for a written test helps to determine
a. what to test for
85. Taxonomy
Which of Bloom's categories of educational objectives is most like Ebel's category of factual information?
c. knowledge
86. Item Analysis11
To help reduce test anxiety, a question with which index of difficulty might appear as the first item on the test?
a .05
d. .85
87. Item Analysis12
Which of the following is not considered to be a semi-objective type question?
b. matching
88. Test Characteristics 4
Which of the following words would least likely appear in a true/false test item that was keyed as false?
c. generally
89. Matching
What is the least important information to include in the directions for a matching test item?
b. the point value of the question
90. Taxonomy 2
Use of novel situations in the construction of written test questions is associated most closely with which of Bloom's educational objectives?
c. application
91. Item Analysis13
What index of discrimination would be most likely for an intrinsically ambiguous question?
a. .50
92. Item Analysis14
If the difficulty index for a test item is .60 and there are 50 students in the high group and 50 students in the low group, what is the maximum discrimination index this item could achieve?
d. .80
93. Reliability 3 2
What assumption reduces the usefulness of the K-R 21 formula for estimating the reliability of a written test?
b. All items are of equal difficulty.
94. Questionnaire
With what domain of human experience are questionnaires most closely associated?
a. affective
95. Questionnaire 2
An open-ended item on a questionnaire is most like which type of written test item?
c. essay
96. Questionnaire 3
What technique is suggested to determine how well new questionnaire items function?
b. pilot studies
97. Testing18
What is the most important ancillary device in helping to obtain the highest response rate for a questionnaire?
d. a cover letter
98. Questionnaire 4
Which of the following is least likely to ensure that a questionnaire is valid?
a. keeping it as short as possible