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CI 152
Test #2 Q&A
| Question | Answer |
|---|---|
| "Making a judgment about the quality of an academic performance" defines: | evaluation |
| Using quiz scores to alter instruction defines: | formative assessment |
| Which of the following is characteristic of criterion-referenced assessment? | it involves a standard which is always somewhat arbitrary |
| Evaluating which of the following involves the highest level of inference? | comprehension |
| What is the relationship between level of inference and potential for measurement error? | the two are positively related |
| Which of the following most characterizes an educational standard? | a requirement imposed by some level of government |
| Over which of the following does the classroom teacher exercise greatest control? | an educational objective |
| Which remains the most stable over time? | an educational standard |
| Which of the following defines a "reference" in educational assessment? | the yardstick to which performances are compared |
| Measuring something that is "high inference" refers to: | testing something that is difficult to recognize |
| "Scoring reliability" refers to: | consistent grading practices across multiple tests |
| When we speak of "construct relevance", to what does construct refer? | a mental trait or characteristic |
| If you are teaching AP Spanish and you have openings for 12 students and 40 applicants, which will you adopt to make sure the candidates you select are those most likely to succeed? | a normative reference |
| What is common to all judgmental standard-setting models? | one must know what the minimally competent student understands |
| If a multiple choice item has 5 choices, and one expects the minimally competent student to recognize that a,c,e aren't correct, what is the standard according to Nedelsky? | .5 |
| The Ebel method has an advantage the Nedelsky method doesn't offer. Which is it? | it includes the importance of the content |
| Which dimension of reliability is most frequently an issue in authentic assessment? | judgment |
| What is the objection that most advocates of authentic assessment voice to conventional assessment? | conventional assessment emphasizes skills that are irrelevant beyond school |
| When is internal consistency reliability a better choice than test-retest? | when the characteristic measured isn't stable |
| What is the advantage of true/false over fill-in items? | consistency in scoring from student to student |
| If there are 10 test items, and one determines that the probability that a minimally competent person will score all 10 correctly is .7, what is the standard for those items according to Ebel? | 7 |
| If curriculum topics cover A-E, but only A-D occur on the test, which is the most diminished? | content validity |
| When test scores for students agree with homework scores for the same material one has: | criterion validity |
| In which of the following situations would one likely measure what is construct irrelevant? | gauging giftedness on the level of boredom |
| Measuring which of the following calls for the highest level of inference? | a student's level of comprehension |
| The following except one are requirements for authentic assessment. Not the exception. | exercises must allow for clear normative comparisons among students |
| Which of the following constitutes testing bias? | systematic score variability for reasons unrelated to the presence of the construct |
| "The appearance of validity" defines which of the following? | face validity |
| Test-wiseness among some test-takers contributes to which? | more assessment error |
| A student receives a Normal Curve Equivalent score of 5. This is equivalent to which stanine? | the first |
| What could be said of a student with a NCE of 5 (first stanine)? | she is scoring very low |
| If a reading assessment measures how well students memorize, the problem is: | construct |
| A test item has p(difficulty index)=.3 and a di(discrimination index)=.3. Which of the following is accurate? | the item is difficult and discriminates fairly well |
| Which situation is better suited to criterion rather than norm-referenced assessment? | assessing specific objectives |
| All other things being equal, what effect will increasing the number of test items have on test results? | scores will become more reliable |
| Which of the following facets of validity does the table of specifications help establish? | content validity |
| In the equation x=t+e, the "e" stands for: | measurement error |
| In an item analysis with groups of 10, everyone in the top group and no one in the bottom group scores the item correctly. What is di? | 1 (g1 – g2 divided by g number (top or bottom #) |
| In an item analysis with groups of 10, no one misses the item. What is the di? | 0 (g1 – g2 divided by g number (top or bottom #) |
| In an item analysis with groups of 10, if the total class size is 20, what is the p value (difficulty index)when everyone in the top group and no one in the bottom group scores the item correctly? | .5 (the number who got the item correct divided by the number of those who attempted the item) |
| Standard setting procedures require that the assessor determine which of the following? | what is minimally acceptable |
| Which form of reliability is most closely associated with authentic assessment? | judgment |
| The concept of authenticity in assessment places emphasis on which type of validity? | face validity |
Created by:
Neukay
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