Methods chapter 6

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20 Questions - Developed by: Kyle - Developed on: - 153 taken

  • 1
    In item analysis, two limitations include:
    Students learn too much and the teachers job is too easy
    Students don't learn anything and teachers teach to the test
    The material is too easy and students are unmotivated
    Teachers provide too much information to students and students tend to fail assessments
  • 2
    What is a construct?
    How you'll define something
    Conceptual definition
    Operational definition
    Format which dichotomous items are asked
  • 3
    What is an operational definition?
    A definition created by society
    A construct
    How you'll measure something
    How you grade a test
  • 4
    Which of the following is NOT true of a multiple-choice item
    Include distractors
    Measures personality and attitude
    Good domain coverage
    Possible guessing penalty
  • 5
    In a dichotomous format why is reliability reduced?
    Chance and lack of precision
    Chance of guessing and getting answer correct is low
    The cover a lot of information quickly
    Too many incorrect answers
  • 6
    How is the guessing penalty calculated?
    Percentage of guessing multiplied by the number of wrong answers
    Percentage of guessing multiplied by the number of right answers
    Percentage of guessing divided by the number of right answers
    Percentage of guessing divided by the number of wrong answers
  • 7
    In item difficulty, items with high numbers are
    Hard
    Unreliable
    Too difficult
    Easy
  • 8
    Point biserial and the extreme group method are both part of what?
    Optimal difficulty
    Discriminable
    Validity
    Reliability
  • 9
    Which of these is NOT a guideline in writing and creating items?
    Use reverse scoring
    Write short items
    No, double barreled items
    Use clear, simple wording
    Measure a general trait
  • 10
    Define item discriminability
    How well people with high test scores did on an item
    How well people with the same test scores did on an item
    How well people with low test scores did on an item
    How well people with different test scores did on an item
  • 11
    Which of these is NOT an advantage of true-false questions
    Quick scoring
    Ease of administration
    Require absolute judgment
    Obvious simplicity
    Encourages memorization
  • 12
    How is a score corrected for guessing?
    R-W*n-1
    R+W/n-1
    R-W/n+1
    R-W/n-1
  • 13
    How do you calculate optimal test difficulty?
    Subtract 1 from chance performance and divide by 2
    Add 1 to chance performance and divide by 3
    Add 2 to chance performance and divide by 2
    Add 1 to chance performance and divide by 2
  • 14
    Which is NOT a disadvantage of true-false questions
    Probability of randomly getting it correct is lower-25%
    Encourages memorization
    Obvious simplicity
    Chance of getting it correct and knowing nothing=50%
  • 15
    Which of the following is NOT and advantage of multiple choice format?
    Covers a lot of info quickly
    Probability of randomly getting it correct is lower (25%)
    Require absolute judgment
    Easy to score
  • 16
    Which is NOT true of category format?
    Context matters when rating someone
    Labeling response options increases reliability and validity
    Usually a 10 point scale
    More than 10 options has been found to increase reliability
  • 17
    Define extreme group method
    Compares people who have done well
    Comparison between performance on an item and performance on the total test
    Compares people who have not done well
    Compares people who have done well with those who have not
  • 18
    If an item characteristic curve shows a gradual positive slope then
    The item successfully discriminates at all levels of performance
    The item does not discriminate at all
    The item does not discriminate at all levels of performance
    The item discriminates at some levels of performance
  • 19
    On an item characteristic curve, x and y are what?
    Total test score, proportion of test takers getting the item correct
    Proportion of test takers getting the item incorrect, total test score
    Total test score, proportion of test takers getting the item incorrect
    Proportion of test takers getting the item correct, total test score
  • 20
    To evaluate items in a criterion referenced test:
    Compare performance of those who would not be expected to know the material with those who would be expected to have learned the info
    Compare performance of those who would be expected to know the material with those who would be expected to have learned the info
    Compare performance of those who would not be expected to know the material with those who would not be expected to have learned the info
    Compare performance of those who would be expected to know the material with those who would not be expected to have learned the info

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