Chapter 13

Question 2

Test items must always be based on specific _______

Purposeful outcomes
Learning objectives
Study guides
Criteria

Answer 2

Learning objectives

Question 3

Donald Kirkpatrick four levels of _____ are reaction, learning, behavior, and results

Learning
Education
Evaluation
Presentation

Answer 3

Evaluation

Question 4

(Donald Kirkpatrick first of four levels of evaluation) commonly recognized by students she instructors as the end of course evaluation, this measured the satisfaction did had in the course. Correlation is shown between student satisfaction in a class and the level of learning the students felt they accomplished.

Behavior
Learning
Reaction
Results

Answer 4

Reaction

Question 5

(Donald Kirkpatrick second of four levels of evaluation) commonly recognized by students as the “test.”

Learning
Behavior
Results
Reaction

Answer 5

Learning

Question 6

(Donald Kirkpatrick third of four levels of evaluation)

This is not commonly used by training agencies because of the process to meet this level of evaluation. In short, individuals who attend class would then have a comprehensive appraisal of the learner completed to determine if the class helped them in doing their job.

Reaction
Behavior
Results
Learning

Answer 6

Behavior

Question 7

(Donald Kirkpatrick fourth of four levels of evaluation)

This level is difficult for training agencies to measure since it evaluates a particular training program.

Learning
Reaction
Behavior
Results

Question 8

(Formatting and item arrangement)
Single space each test item but double space ____

After every other one
Between items
After items
After each subject

Answer 8

Between items

Question 9

Test items must be arranged in a logical sequence. They can be grouped into either of the two categories :
Learning domain outcome (knowledge, comprehension, or application) and

Answer 9

Type of test item (multi choice, true/false, matching, or short answer)

Question 10

The determination of test difficulty is the responsibility of level ___ instructor

I
II
III

Answer 10

III

Question 11

Time requirements benchmarks for answering questions -
True/false (true answer where student is only to label the statement)

10 seconds
15 seconds
20 seconds
25 seconds

Answer 11

15 seconds for true answers

Question 12

Time requirements benchmarks for answering questions -
True/false (false answer where a student is often asked to correct the statement

15-35 seconds
30-45 seconds
25-40 seconds
30-60 seconds

Answer 12

30-45 seconds

Question 13

Time requirements benchmarks for answering questions -
Seven item matching

30-60 seconds
45-60 seconds
60-90 seconds
45-120 seconds

Answer 13

60-90 seconds

Question 14

Time requirements benchmarks for answering questions -
Multiple choice with 4 possible responses

15-45 seconds
60-90 seconds
30-60 seconds
30-120 seconds

Answer 14

30-60 seconds

Question 15

Time requirements benchmarks for answering questions -
Problem solving, analyze, create, or evaluate level questions

30-60 seconds
15-25 seconds
60-120 seconds
45-90 seconds

Answer 15

30-60 seconds

Question 16

Time requirements benchmarks for answering questions -
Short answer

15-45 seconds
30-45 seconds
30-60 seconds
30-90 seconds

Answer 16

30-60 seconds

Question 17

Time requirements benchmarks for answering questions -
Essay (for each major point that students must include)

30 seconds
45 seconds
60 seconds
90 seconds

Answer 17

60 seconds

Question 18

When time is a restrictive factor, tests can emphasize the most critical learning objectives and include a sampling of less important objectives. This merit of test construction is called

Jelling
Sampling
Briefing
Skimming

Answer 18

Sampling

Question 19

When the instructor uses sampling, the plan must be ______ to prove that necessary components were addressed

Disclosed
Briefed
Documented
Enclosed

Answer 19

Documented

Question 20

Ensuring that test questions very closely reflect the materials being tested in the best test to avoid ____ in testing materials

Bias
Cheating
Guessing
Sleeping

Answer 20

Bias

Question 21

In the fire and emergency service, bias is generally limited to use of regional jargon and _____

Differences in race
Difference in terminology
Difference in skill level
Difference in rank structure

Answer 21

Difference in terminology

Question 23

This type of evaluation instrument measures cognitive ability

Oral tests
Written tests
Performance tests

Answer 23

Written tests

Question 24

This type of evaluation instrument measures either cognitive or communicative ability

Written tests
Oral tests
Performance tests

Answer 24

Oral tests

Question 25

This type of evaluation instrument measures psychomotor skill ability Written tests Oral tests Performance tests

Answer 25

Performance tests

Question 26

The following test items to determine cognitive knowledge are considered _____. There is only one correct answer. The three main types are multiple choice, true/false, and matching Cognitive Objective Summative Subjective

Answer 26

Objective

Question 27

The following test items are considered _____. There is no single correct answer. The evaluators judgment may affect assessment. They also measure a higher cognitive level. The three main types are short answer or completion, essay, and interpretive exercise. Cognitive Objective Summative Subjective

Answer 27

Subjective

Question 28

Study guide and workbook questions ____ be used for a certification or Summative test. They should only be used to help students determine their understanding of material in a particular coursebook. Should Should not

Answer 28

Should not

Question 29

Multiple choice test items consist of either a question or an incomplete statement called a ____ Branch Stem Start Briefing

Answer 29

Stem

Question 30

Multiple choice questions have a stem(question or incomplete statement) and a list of possible responses called ____ Choices or alternative Branches or substitutes Avenues and corrects Rights and wrongs

Answer 30

Choices and alternatives

Question 31

In a multiple choice question, the correct choice is called the answer while the remaining choices are called _____ Wrong answers Distractors Dictations Unconfirms

Answer 31

Distractors

Question 32

Write a stem in the form of a direct question or incomplete sentence that measures only one Subject Question Answer Learning objective

Answer 32

Learning objectives

Question 33

Provide at least three plausible, attractive ___ when writing multiple choice questions

Answer 33

Distractors

Question 34

Regarding true/false questions, true statements should be based on ____, while false statements should be based on common misconceptions of the ____ Theories Facts Memories Ideas

Answer 34

Facts

Question 35

One limitation of true/false questions is that students tend to remember the false items on a test as being true, a phenomenon known as Confusion negative Negative theory phenomenon Negative suggestion effect Negative effect phenomenon

Answer 35

Negative suggestion effect

Question 36

True or false - develop tests items that require students to think about what they have learned, rather than merely remember it

Answer 36

True

Question 37

True items are often longer than false items because they include a ____ Answer Obvious truth Justification Reason

Answer 37

Justification

Question 38

True or false- avoid quoting information directly from the textbook

Answer 38

True

Question 39

The content of a matching test item must consist of _____ material, items, or information Relevant Pertinent Similar Varying

Answer 39

Similar

Question 40

Separate matching sections into sets of five problems and responses when using computer or _____ scored answer sheets Manually Mechanically Pneumatically Romantically

Answer 40

Mechanically

Question 41

When creating matching test items, to prevent finding the answer by eliminating all other responses, consider adding _____

Answer 41

One more response than there are prompts

Question 42

Instructors should be advised that matching test Jeters may be more effectively and efficiently written as a series of Short answer questions Essay questions True/false questions Multiple choice questions

Answer 42

Multiple choice questions

Question 43

Short answer items are often Objective Subjective

Answer 43

Subjective

Question 44

In contrast to short answer items, a completion item should be Subjective Objective

Answer 44

Objective

Question 45

True/false -On completion test items, create short, direct statements for which only one answer is possible

Answer 45

True

Question 46

The strength of this test item type is that it tests the students higher level of cognitive processes Multiple choice Short answer/completion Essay True/false

Answer 46

Essay

Question 47

____ tests eliminate guessing, because students must know the material thoroughly in order to write an effective ____ Short answer/completion Essay

Answer 47

Essay

Question 48

True or false- regarding interpretive exercises, create original introductory material that is unfamiliar to students

Answer 48

True

Question 50

Oral tests consist of____ Closed questions Open questions Open or closed questions

Answer 50

Open or closed questions

Question 51

For an oral test, when the purpose of the test is to determine knowledge, the questions should be _____ Open Closed Either

Answer 51

Closed

Question 52

For an oral test, when the purpose is to see how a strident responds under pressure, the question should judge both accuracy and presentation and should be _____ Open Closed Either

Answer 52

Open

Question 53

____ tests can be very stressful for students Oral Written Performance

Answer 53

Oral

Question 54

This test may be the best measure of a students judgement and thought process Oral Written Performance

Answer 54

Oral

Question 55

A ___ test or skills test measures a students proficiency in performing any task that involves a psychomotor objective Written Oral Performance

Answer 55

Performance

Question 56

A ___ test is the only valid method of measuring a students ability to perform manipulative skills Written Oral Performance

Answer 56

Performance

Question 57

Test planning consists of three major steps. The first step is Construct the appropriate test items Identify learning objectives Identify time constraints Determine test purpose and classification

Answer 57

Determine test purpose and classification

Question 58

Test planning consists of three major steps. The second step is Construct the appropriate test items Identify learning objectives Identify time constraints Determine test purpose and classification

Answer 58

Identify learning objectives

Question 59

Test planning consists of three major steps. The third step is Construct the appropriate test items Identify learning objectives Identify time constraints Determine test purpose and classification

Answer 59

Construct the appropriate test items

Question 60

Two common tester common test purposes are criterion-referenced tests and

Answer 60

Norm-referenced tests

Question 61

This test should never be used as an end of course or certification test Criterion referenced Norm referenced

Answer 61

Norm referenced

Question 62

After determining the purpose, you decide the test classification. The classifications are prescriptive (pretest) formative (progress) and ____

Answer 62

Summative (comprehensive)

Question 63

This test classification is given at the beginning of instruction to establish a students current level of knowledge Prescriptive Formative Summative

Answer 63

Prescriptive

Question 64

This test classification includes quizzes, pop tests, or question and answer periods in class that are given throughout the course. Typically measuring improvement Prescriptive Formative Summative

Answer 64

Formative

Question 65

This test classification measures student achievement in an entire area in a number of topics covered over a long period of time such as a semester or major segment Prescriptive Formative Summative

Answer 65

Summative

Question 66

After determining the purpose and classification of the test, the instructor must identify the _______ the test will evaluate Learning barriers Laws of learning Learning objectives Test items

Answer 66

Learning objectives

Question 67

The test should be based upon the learning or behavioral objectives taken from each part of the course or individual lesson plans because they are specific, detailed, and ____ Reasonable Measurable Criterion Purposeful

Answer 67

Measurable

Question 68

True or false -Criterion referenced tests typically have a wide range of test item difficulty

Answer 68

True

Question 69

The intention behind norm referenced tests is a _____ distribution of test scores Wide Narrow

Answer 69

Wide

Question 70

For norm referenced tests, the most reservable test items can be easily answered correctly by only ____ of the class or less One third Half Two thirds A quarter

Answer 70

Half

Question 71

The two most important characteristics of a well designed test are validity and ____ Reliability Formability Controlahillbilly Clearwhitewilly

Answer 71

Reliability