Full file at Test-Bank-for-Psychological-Science-Modeling-Scientific-Literacy-
David Waxler
TEST ITEM FILE
FOR
PSYCHOLOGICAL SCIENCE
Modeling Scientific Literacy
Mark Krause
Southern Oregon University
Daniel Corts
Augustana College
With Extra Bank of Questions and Class Testing by
Fred W. Whitford
Georgia College & State University
PEARSON EDUCATION
Upper Saddle River London Singapore
Toronto Tokyo Sydney Hong Kong Mexico City
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River, NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458
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Contents
PREFACE vii
Chapter 1INTRODUCING PSYCHOLOGICAL SCIENCE 1
Total Assessment Guide 1
Chapter Quiz 3
Main Test Bank 6
Questions from the Textbook 57
General Test Bank 61
Chapter 2READING AND EVALUATING SCIENTIFIC RESEARCH 70
Total Assessment Guide 70
Chapter Quiz 72
Main Test Bank 74
Questions from the Textbook 122
General Test Bank 127
Chapter 3BIOLOGICAL PSYCHOLOGY 141
Total Assessment Guide 141
Chapter Quiz 143
Main Test Bank 145
Questions from the Textbook 195
General Test Bank 200
Chapter 4SENSATION AND PERCEPTION 226
Total Assessment Guide 226
Chapter Quiz 228
Main Test Bank 230
Questions from the Textbook 283
General Test Bank 289
Chapter 5CONSCIOUSNESS 310
Total Assessment Guide 310
Chapter Quiz 312
Main Test Bank 314
Questions from the Textbook 366
General Test Bank 371
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Chapter 6LEARNING 377
Total Assessment Guide 377
Chapter Quiz 379
Main Test Bank 381
Questions from the Textbook 430
General Test Bank 435
Chapter 7MEMORY 468
Total Assessment Guide 468
Chapter Quiz 470
Main Test Bank 472
Questions from the Textbook 522
General Test Bank 528
Chapter 8THOUGHT AND LANGUAGE 543
Total Assessment Guide 543
Chapter Quiz 545
Main Test Bank 547
Questions from the Textbook 596
General Test Bank 600
Chapter 9INTELLIGENCE, APTITUDE, AND COGNITIVE ABILITIES 603
Total Assessment Guide 603
Chapter Quiz 605
Main Test Bank 607
Questions from the Textbook 656
General Test Bank 662
Chapter 10LIFE SPAN DEVELOPMENT 665
Total Assessment Guide 665
Chapter Quiz 667
Main Test Bank 669
Questions from the Textbook 718
General Test Bank 726
Chapter 11MOTIVATION AND EMOTION 743
Total Assessment Guide 743
Chapter Quiz 745
Main Test Bank 747
Questions from the Textbook 794
General Test Bank 800
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Chapter 12PERSONALITY 803
Total Assessment Guide 803
Chapter Quiz 805
Main Test Bank 807
Questions from the Textbook 856
General Test Bank 862
Chapter 13PSYCHOLOGICAL DISORDERS 870
Total Assessment Guide 870
Chapter Quiz 872
Main Test Bank 874
Questions from the Textbook 922
General Test Bank 928
Chapter 14THERAPIES 942
Total Assessment Guide 942
Chapter Quiz 944
Main Test Bank 946
Questions from the Textbook 994
General Test Bank 999
Chapter 15SOCIAL PSYCHOLOGY 1008
Total Assessment Guide 1008
Chapter Quiz 1010
Main Test Bank 1012
Questions from the Textbook 1060
General Test Bank 1065
Chapter 16HEALTH, STRESS, AND COPING 1076
Total Assessment Guide 1076
Chapter Quiz 1078
Main Test Bank 1080
Questions from the Textbook 1128
General Test Bank 1134
Chapter 17INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 1136
Total Assessment Guide 1136
Chapter Quiz 1138
Main Test Bank 1140
Questions from the Textbook 1188
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Preface
One of the most important supplements for introductory psychology professors is the test bank. As a first edition, we knew we had to produce the highest quality test bank possible.
The Test Item File for Psychological Science: Modeling Scientific Literacy, by Mark Krause and Daniel Corts, contains over 3000 questions.
To facilitate your selection of items, each question is page referenced to the textbook and is mapped to the American Psychological Association Student Learning Outcomes (APA SLOs).
The test item file includes a Total Assessment Guide for each chapter that lists all of the test items in an easy-to-reference grid. The Total Assessment Guide organizes all test items by learning objective and questions type. All multiple-choice questions are categorized as factual, conceptual, or applied.
An additional feature for the test bank is the inclusion of rationales for the correct answer in the multiple-choice questions. The rationales help instructors evaluate the questions they are choosing for their tests and give instructors the option to use the rationales as an answer key for their students.
The test has been class tested with over 500 students and revised in response to the feedback. Questions include item analysis based on this extensive class testing.
All questions have also been reviewed by a developmental editor, a copy editor, and a proofreader in order to ensure delivery of the highest quality assessment tool.
The test item file includes a separate section with questions from the text.
In addition to the primary, high-quality test bank described above, a second general bank of over 2000 questions is available, also class tested, with item analysis available for each question. The second bank of questions was written by Fred Whitford of Montana State University.
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Chapter Quizzes and Total Assessment Guides
Each chapter of the test bank begins with a Chapter Quiz, drawn from the content across the text chapter, as well as a Total Assessment Guide. In identifying questions by the Learning Objective from the textbook as well as question type (multiple choice, true/false, short answer, essay) and skill (factual, conceptual, applied), the Total Assessment Guide is designed to make it easier to plan the most comprehensive and balanced test possible.
The Main Test Bank
Questions are grouped below a list of the text module’s learning objectives. Each item in the Main Test Bank includes a rationale for the correct answer. Items are followed by the correct answer; the page number of the material in the textbook from which the question was drawn; whether the question is factual, conceptual, or applied; the APA Student Learning Outcomes that the question addresses; and the difficulty level (1=easy, 2=moderate, 3=difficult). Many of the questions also include class-testing statistics, as described below.
Factual questions derive mainly from the text’s own wording. They include research findings, statistics, names of researchers, dates, key distinctions between closely related topics, and the like. Conceptual questions involve definitions of key terms and concepts presented in the text, as well as conceptual understanding of some topics. Applied questions generally appear in “minicase” form. A brief illustration or example is presented in the item, and student must choose which of four alternatives is best illustrated by this example. Some of these questions are quite demanding.
Note from General Test Bank Author and Details on Item Analysis
As well as providing additional test items, the General Test Bank is intended to address a second, and in many cases more serious, problem -- the varying quality of test item files. While
some test item files are very good and ask questions that discriminate between good and poor students, many others do not. As an instructor, it is very difficult to know which of these individual items are good discriminators. Typically, instructors of introductory psychology adopt a text and hope to receive a good test item file in the package.
At my university, summary statistics accompany all computer-scored examinations. I have always thought it was unfortunate to receive the most critical data, these statistics, after the examination. In order to make the best examination, these statistics are needed before you develop an exam. With Psychological Science: Modeling Scientific Literacy, this problem has largely been eliminated with a class-tested General Test Bank, in which every question includes class-testing statistics. Many questions in the Main Test Bank include class-testing statistics as well.
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The student population for the class-tested Test Item File consisted of 32 introductory psychology courses. The class sizes ranged from 50 to 250 students. The classes represented
day, night, and summer sections at Montana State University. Montana State University is a medium-sized (12,000 student) land grant university in the northern Rocky Mountains. Introductory Psychology is one option of the university core requirements at Montana State University. The student population of the introductory classes represents all colleges in the university. Over 75 percent of the students in each class were freshmen.
Note from General Test Bank Author and Details on Item Analysis
As well as providing additional test items, the General Test Bank is intended to address a second, and in many cases more serious, problem -- the varying quality of test item files. While
some test item files are very good and ask questions that discriminate between good and poor students, many others do not. As an instructor, it is very difficult to know which of these individual items are good discriminators. Typically, instructors of introductory psychology adopt a text and hope to receive a good test item file in the package.
At my university, summary statistics accompany all computer-scored examinations. I have always thought it was unfortunate to receive the most critical data, these statistics, after the examination. In order to make the best examination, these statistics are needed before you develop an exam. With Psychological Science: Modeling Scientific Literacy, this problem has largely been eliminated with a class-tested General Test Bank, in which every question includes class-testing statistics. Many questions in the Main Test Bank include class-testing statistics as well.
The student population for the class-tested Test Item File consisted of 32 introductory psychology courses. The class sizes ranged from 50 to 250 students. The classes represented day, night, and summer sections at Montana State University. Montana State University is a medium-sized (12,000 student) land grant university in the northern Rocky Mountains. Introductory Psychology is one option of the university core requirements at Montana State University. The student population of the introductory classes represents all colleges in the university. Over 75 percent of the students in each class were freshmen.
Statistics
Items from the test item pool were class-tested and the following summary statistics are presented: correct answer to the item, percent correct for the item, percent correct for each alternative in the item and the overall point biserial r for each item.
Interpreting the Point Biserial r Statistic
The point biserial r statistic furnished with each item gives an evaluation of the item in relation to the overall test. Basically, if the students with the highest scores for the total examination get
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the specific item correct, while the students with the lowest total examination scores miss the item, the point biserial correlation will be a high positive. On the other hand, if the students that score the lowest for the total examination get the specific item correct and the individuals who
score highest on the total examination miss the item, then the point biserial correlation will be a negative correlation. The higher the positive correlation for the item, the better the item. I have adopted a cut-off point for inclusion into the test item pool of correlations of r = .20 or higher. The only exceptions to this cut-off rule are items with a very high percent on the correct choice, for example, 99 or 100 percent. Items in the range of r = .20 - .30 are good items; in the range of r =.30 - .40 are very good; r = .40 - .50 are excellent and above r = .50 superior. The point
biserial correlation values used for inclusion in the test item pool may seem low, but this is due, in part, to the restricted range of the point biserial correlation. With this restricted range, you would expect items with a higher percent correct to have a lower correlation. Some items with low r values can still be of use in your examination if the item has a low value due to a high percent correct for the item. You may want some items that are relatively easy in your examination. For a further discussion of the point biserial correlation, see: Lehman (1991), Tabachnick and Fidell (1989), Glass and Hopkins (1984), Rosenthal and Rosnow (1984), or Guilford and Fruchter (1973).
The point biserial r statistic presented with each item is specific to my examination, but should give a good general measure of the usefulness of each item. These point biserial r values are not absolute, but rather are indicators of the usefulness of individual items. Additionally, the statistics on individual distractors will allow you to modify each item and/or distractor to meet your specific goals.
It is hoped that this multifaceted Test Item File for Psychological Science: Modeling Scientific Literacy will both increase the longevity and usefulness of your test item pool while improving the quality of your examinations, and that you will find this interesting approach to testing helpful.
Fred W. Whitford
Psychology Department
Montana State University
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