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Within a given item format, the items of a test should be arranged how?
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What is meant by “a given test item is highly discriminating?”
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T&M Final
Spring 11. J Creecy.
| Question | Answer |
|---|---|
| Within a given item format, the items of a test should be arranged how? | Increasing level of complexity. |
| What is meant by “a given test item is highly discriminating?” | Many more high scoring students answer it correctly than the low scoring students. |
| What is the first decision made by the test constructor? | The purpose of the test. |
| The procedures for item analysis of a norm-referenced test require that both the high group and the low group what? | containing the same number of pupils. |
| What are some recommendations to help prepare students for a test? | To equalize advantages between test wise and non test wise students. |
| How should each mark (grade) in a course be assigned and interpreted? | As a measure of the level of achievement. Should not include attitude, displice, behavior probs. |
| Which marking (grading) practices results in the most reliable grades? | Letter grades. |
| Which type of marking system would require the greatest amount of teacher time? | Marks based on student improvement. |
| How can the reliability of grades be improved? | 5-15 categories. (a, b, c, d, f, -, +) |
| In what ways should marking and reporting systems benefit the pupil? | By indicating pupil strength and weaknesses, by negativeily renforcing undesireable behavior, and by enhancing and maintatin pupil motivation |
| Pupil progress reports in the form of letter grades are most likely to adequately serve the needs of whom? | Parents |
| What is the factor that most seriously limites the value of grades for certification? | Not all grades are comprable between classes and schools. What one determines as A, someone else C. |
| From a measurement point of view, what is the major objection to reporting grades by intervals of one percentage point rather than by five letter grades? | Unit is too small to be judged accurately. |
| What are some disadvantages of using a pass/fail grading system? | It makes interpretation on passing grades difficult |
| Why should one not practice combining achievement and attitude (or effort) in a single mark? | Because it makes the grade difficult to interpret. |
| The most effective marking and reporting systems are those designed to provide the information needed by whom? | Users of the report. |
| What are some major disadvantages of comparisons based on aptitude? | Marks tend to unjustly reward low aptitude students. |
| Record-keeping is most time consuming when grades are based on comparison with what? | Effort. |
| What factors should determine the weights assigned to various components of a final mark? | The emphasis that has been attached to each component during instruction. |
| According to the text, what should NOT be considered in combining grades into a composite mark? | conduct |
| Piece of data repeated the most number of times. | Mode |
| The midpoint of the data, the point that divides the number of scores in half. | median |
| the average | mean |
| Distribution that has more than one most frequent score. | multimodal |
| How do you calculate a mean score? | Add 'em up, and divide by that number. |
| How do you find the median? | Line 'em up, and find the middle one. |
| The majority of scores tend to cluster toward the middle of the range of scores in which type of distribution? | Normal. Symmetrical. |
| What statistic is also called the 50th percentile? | median |
| What is the name for the point below which a given percentage of scores lies? | Percentile point |
| What is the most stable measure of central tendency? | Median. (Mean is affected by outliers.) |
| What is another name for a histogram? | bar graph |
| What percent of students in a distribution falls between the first and third quartiles? | Quartiles (quarters.) Four sections of data. 50%, 2 sections. |
| A percentile rank of 16 is how many standard deviations below the mean in a normal distribution? | 1 SD below. |
| If a pupil were told her raw score was 24 in a distribution, with a mean = 16 and a standard deviation = 6, what would her z-score be? | Use the formula. Raw-mean/SD 24-16/6 = 1.3333. |
| In a normal distribution, what percentage of scores will fall between -1 standard deviation and +1 standard deviation? | Bulk of bell curve. 68%. |
| What percentage of the normal curve lies between z-scores of -2.0 and +2.0? | 95% |
| Find the z-score for the following: raw score = 35, mean = 37, SD = 8 | 35-37/8 = -.25 |
| What is the raw score when the z-score is 0? | Raw score was the mean. |
| Find the raw score for the following: z-score = -0.6, mean = 70, SD = 10 | Raw 64 |
| Approximately what percentage of cases fall between a z-score of +2 and a z-score of +3? | 2% |
| The mean, median, and mode all fall at a z-score of 0.0 in a normal distribution | true |
| Find the z-score if the T-score is 35. | Solve for what you know. -1.5 T=10z+50. |
| A student’s reading achievement score is one standard deviation above the national norm. How could you best interpret this finding to her parents? | She is above average in reading |
| What measure is the most dependable derived unit for measuring how far a score varies from the mean for the group? | SD |
| What types of numbers indicate a strong, linear correlation? | -1 and 1 is how is spans. Ones on end show strongest coorelation. .75 and -.81… -.81 is strongest. |
| What does a negative correlation mean? | Two tests of neg. correlation… sutdnets who performed well on one test tend to perform poorly on the other test. |
| If the correlation between piano-playing ability and proficiency in weight-lifting is negative, what could we assume or predict about a poor piano player? | They’re a good weightlifter. |
| What could one conclude about a correlation of 1.25 between Form A and Form B of a test? | wrong. |
| Be able to predict a rough estimate of a correlation from a diagram. | Line of best fit. Up-Pos. Down-Neg. Strong-definite spot. Weak-scattered |
| Can a test that yields a “large” negative correlation be useful? | yes |
| How can a r-value (correlation) of +0.82 be interpreted? | Strong correlation. Score high on test A, score high on test B, too. |
| In what instances would predictive validity be of high interest? | The biographical data bank used to pick airplane pilots. |
| What type of validity is most appropriate for aptitude tests? | predictive validity |
| Take new and improved test and correlte it to an established, accepted test. | concurrent validity |
| What happens to the validity coefficient when the time interval between predictor and criterion measures is decreased? | You increase the validity coefficient. |
| What type of validity coefficient is most important for personality tests? | Construct validity. |
| Which type of validity refers to comparing test items with objectives? | context validity |
| Which type of validity requires a time interval for its determination? | predictive validity |
| Which type of validity is most important for tests constructed by teachers? | content validity |
| What would make the content validity high for a teacher-constructed test? | If the test items are matched to the objectives. |
| How can one build reliability into a test? | Write items of various difficulty levels. |
| Which type of reliability coefficient is usually greater over a shorter period of time rather than a longer period of time? | Test/retest |
| List some examples of building reliability into a test | Adding Items of good quality. Administering the test ot a heterogeneous group, and controlling conditions of test administration. |
| What type of reliability can be computed after a single test administration? | Internal consistency. |
| What happens to the reliability of a test if all test-takers’ scores are inadvertently increased by 5 points? | Reliability stays the same. |
| Briefly describe a test-retest situation | Give test a one Wednesday. Retest next Wednesday. |
| Briefly describe an alternate-forms reliability check | Give two different tests at two different times. |
| What description could you give to an oven thermometer that measured the temperature in an oven to be 400°F five days in a row when the temperature was actually 397°F. | reliable, not valid. |
| Provide a few, brief examples of predictive validity. | Taking the ACT in high school and comparing it to your GPA your third year of college. |
| What is the purpose for interpreting a test score as a band of scores rather than a specific value? | To prevent attaching an significance to any chance differences |
| To what other measurement is the standard error of measurement closely related? | Reliability |
| Values that decreases as the accuracy of a test increases.. The index that estimates the extent to which a score obtained on a test approximates the individuals true score on a test. | Standard Error of Measure |
| Refers to use of standardized test results alone or in combo with other measures to make educational decisions that significantly affect students, staff, or policy. | high-stakes testing |
| What type of test would tell a parent how well the student is doing compared to students in other schools? | norm-referenced tests |
| What is a common characteristic of items found in standardized tests? | Items have been analyzed and refined. |
| What are some characteristics of teacher-made tests? | Uniform directions are not specified. Content is determined by the classroom teacher. Hurried often haphazard construction. |
| What happens if the instructions for administering and scoring a standardized achievement test are NOT followed rigidly when administered? | Reliability is affected to an unknown extent. |
| What is the primary intent of Congress in requiring annual school- and district-wide assessments? | To enhance accountability fo rth eachievemen of special ed students. |
| What may have unintentionally happened when Congress agreed to allow accommodations and alternative standard assessments? | Unintentionally Leveled the playing field. |
| What kinds of decisions can teachers make using reports from standardized achievement tests? | Can decide which students can be in advanced groups, difficulty level of individual assignments, and which students should be encouraged to plan for college. |
| How does performance-based assessment compare to standardized testing? | More time consuming |
| National, regional, and state norms for a standardized achievement test are appropriate for interpreting test results only when the test is administered how? | Under the same instructions used for the norm group. |
| What is the best way to interpret test scores? | Taking into consideration both test and non test information. |
| What is provided by norm-referenced achievement tests? | Provide an index of a students achievement relative to a designated group. |
| What is a major advantage of teacher-made tests over standardized achievement tests? | Teacher made tests can better match course objectives. |
| Why is it not reasonable to expect the typical school system to bring all 4th-graders up to the 4th-grade norm on a standardized achievement test in a subject such as reading? | Because the norm is the average not the minimum standard. If you bring everyone up to that, you have a new average to deal with |
| What happens when one departs from the exact instructions in administering a standardized test? | Reliability is seriously affected. |
| That a student is likely to be successful is student is present and unsuccessful if student is not present. | aptitude |
| 17. If a teacher wanted to determine how well a standardized achievement test would measure the objectives which she had been trying to teach, it would be best for her to what? | compare the test with her objectives. |
| What types of test results NEED to have interpretation provided when being given to parents? | Grade equivalent nomr on an achievement test, an inventory interest, an IQ test, and a personality measure. |
| What type of test is called for when a teacher gives a final exam to see if students have met his course objectives? | A teacher made test. |
| A student obtained a score of 25 on a test. What does this mean? | He made a 25. We don’t’ know percent or anything. |
| What can best describe a student whose science achievement score is one standard deviation below the national norm? | below average in science. |
| As compared with achievement tests, aptitude tests are mainly used for _________. | prediction |
| What is the main distinction between aptitude and achievement tests? | The purpose for which they are used. |
| Why were the earliest IQ tests constructed? | To identify children who would have difficulty learning in reg classroom |
| What should be the role of IQ tests in grading or marking practices? | No role at all. |
| Standardized readiness and diagnostic tests provide information useful for what purposes? | Don’t determine pupil’s emotional and social development. Do determine is pupil is prepared to learn. |
| Aptitude is to future as achievement is to ________. | the past |
| The Rorschach Inkblot Test is an example of which kind of test? | a projective test |
| What are some appropriate uses for the results of standardized aptitude tests? | To evaluate readiness for new learning, to adjust instruction to meet individual needs, and to assist pupils with their educational plans. |
Created by:
jessica.steele