Exam 2 Flashcards
(195 cards)
1
Q
Designed to measure the typical behavior and characteristics of examinees
A
Typical response test
2
Q
Item in which all scores agree on the score for the item
A
Objective item
3
Q
Item in which disagreement may exist between scorers
A
Subjective item
4
Q
Example of subjective items
A
Short answer, essays
5
Q
Sample of objective items
A
Multiple-choice true false matching
6
Q
Type of test that measures knowledge and skills in an area in which instruction has been provided
A
Achievement test
7
Q
A type of test that measures cognitive abilities and skills that are accumulated as a result of overall life experience
A
Aptitude test
8
Q
Type of test in which performance reflects differences in the speed of performance
A
Speed test
9
Q
Type of test in which performance reflects the difficulty of the items the examinee is able to answer correctly
A
Power test
10
Q
Type of personality test that uses items that are not influenced by the subjective judgment of the person scoring the test
A
Objective personality test
11
Q
Type of test that involves the presentation of ambiguous material that elicits an almost infinite range of responses
A
Projective personality test
12
Q
Types of maximum performance tests
A
Achievement/aptitude
Objective/subjective
Speed/power
13
Q
Types of typical response test
A
Objective/projective
14
Q
Item requires examinee to select a response from multiple alternatives
A
Selected response
15
Q
Item requires examinee to create or construct a response
A
Constructed response
16
Q
Strengths of selected response
A
You can typically include a relatively large number of selected-response items in your test
They can be scored in an efficient, objective, and reliable manner
They are flexible and can be used to assess a wide range of abilities
They can reduce the influence of certain construct-irrelevant factors
17
Q
Limitations associated with the use of selected response items
A
They are relatively difficult to write
They are not able to assess all abilities
They are subject to random guessing
18
Q
Strengths of constructed response items
A
Compared to selected response items they are easier to write
they are well suited for assessing higher order cognitive abilities and complex task performance
They eliminate random guessing
19
Q
Limitations of constructed response items
A
They require more time then selected response to answer and therefore cannot include as many items in a test
They are more difficult to score in a reliable manner
They are vulnerable to feigning
They are vulnerable to the influence of construct-irrelevant factors
20
Q
12 Item writing guidelines
A
Provide clear directions Use clear east to understand language Develop items that can be scored in a decisive manner Avoid cues to answers Arrange items in a systematic manner Try to contain similar items on the same page Tailor items to target population Minimize construct-irrelevant factors Avoid using exact phrasing from textbook Avoid biased language Make things easy to read Determine how many items to include
21
Q
5 Types of items included in maximum performance tests
A
Multiple choice True/False Matching Essay Short answer
22
Q
Type of multiple choice test when there is only one right answer
A
Correct answer test
23
Q
Type of multiple choice test when there is more than one correct answer and the objective is to identify the best answer
A
Best answer format
24
Q
Incorrect answers
A
distractors
25
What is the most popular type of selected response test
Multiple Choice
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11 Guidelines for developing multiple choice items
Make item as clear as possible
Stem should contain all info necessary to understand problem
3-5 alternatives
Keep alternatives brief
Avoid negatively stated stems
Make sure there is only one correct choice
The alternatives should be grammatically correct with the stem
Distractors should appear plausible
Don't make the same alternative the correct answer every time
Minimize the use of "non of the above". Avoid using "all of the above"
Limit the use of "always" or "never" in the alternatives
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What is the second most popular selected-response format
True-false
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What is another name for true/false
Binary items
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What are the 4 guidelines for developing True/false items
Avoid double barreled items
Avoid specific determiners/qualifiers that cue the answer
Make true and false statements the same length
Include equal number of true and false statements
30
Items that contain two columns of words and phrases.
Matching items
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In matching items it is the column on the left for which the examinee seeks a match
premises
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In matching it is the column on the right that the examinee uses to find a match
responses
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6 Guidelines for matching items
Limit matching items to homogenous material
In the directions, indicate the basis for matching premises with responses
Include more responses than premises
Indicate if responses could be used more than once or not at all
Keep list brief
Ensure that responses are brief and follow a logical order
34
Poses a question or problem for the examinee to respond to in an open-ended written format
Essay item
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Structured items that specify the form and scope of a response
Restricted response
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Item in which there is no limit or form on the scope of response
Extended response
37
What is the benefit of restricted response items
Can be answered in a timely manner and are easier to score
38
What is the benefit of extended response items
Gives examinees more freedom in constructing a response
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4 essay item guidelines
Clearly specify the assessment task
Use more restricted-response items in place of smaller number of extended response items
Develop and use a scoring rubric
Limit essay items to objectives that cannot be measured with selected response
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Items that require the examinee to supply a word, phrase, number, or symbol in response to a direct question
Short answer item
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Items written as incomplete sentences
Completion items
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7 Guideline for short answer items
The response should be as short as possible
Make sure there is only one correct response
Direct-question format is preferable to the incomplete-sentence format
When using the incomplete-sentence format, it is best to have only one blank space, generally near the end of a sentence
Make sure that the blanks provide adequate space for response
For questions requiring quantitive answers, indicate the degree of precision expected
Create a scoring rubric and use it
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Typical response item formats
True/false
Rating scale
Likert scale
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Scale that focuses on frequency
Rating scale
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Scale that focuses on degree of agreement
Likert scale
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The percentage of test takers who correctly answer the item
Item difficulty index
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What letter represents item difficulty index
P
48
What does P=
number of people who got the item correct over the number of total test takers
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What is the range of the difficulty index
0.0-1.0
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The percentage of examinees that responded to an item in a given manner
percent endorsement
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Do easier items have higher or lower values
higher
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To maximize variability and reliability items should be at what item difficulty index
.40-.60
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On a mastery test what is the typical item difficulty index
.90
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Why do mastery tests have such high difficulty indexes
because they are usually pass/fail and they indicate the extreme upper level of knowledge
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Indicator of how well an item can differentiate among test takers who differ on the construct measured by the test
Item discrimination
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What are the indexes of item discrimination
Discrimination index
| Item-total correlation
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What will the item discrimination likely indicate on a speed test
Where the item was placed in the exam because only the fastest examinees can reach the items at the end of the test
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Index of the difference in performance between two groups
Discrimination Index
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How do you calculate the discrimination index
Take the difficulty index of the item for each group, then subtract one group from the other
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What letter represents the discrimination index
D
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What is considered an excellent discrimination index
.40 or larger
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What is considered a good discrimination index
.30-.39
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What is considered a fair discrimination index
.11-.29
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What is considered a poor discrimination index
0.00-.10
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What does a negative discrimination index indicate
That an item was miskeyed or has a major flaw
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How do you calculate the discrimination index for mastery testing
test two groups. one group receives instruction, the other does not. The same formula is used to compare the two groups
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Correlation of the performance on the whole test to one item
Item-total correlation
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Total number of items answered correctly including the item being looked at
Unadjusted item-total correlation
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Total number of items answered correctly, omitting the item being examined
Adjusted item-total correlation
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How is item-total correlation calculated
with point-biserial correlation
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How does the item-total correlation indicate if an item measures the same construct as the test
The larger the item-total correlation, the more evidence that an item measures the same construct as the test
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Does item-total correlation always indicate that your test measure what it intends to measure
No, it just shows that the item and the test measure the same thing
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Examines how many people in the top and bottom groups selected each option on a multiple choice exam
Distractor analysis
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Responses to items on a test that are accounted for by latent traits
Item response theory
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A graph with ability on the X-axis and the probability of a correct response on the y-axis
Item Characteristic curve (ICC)
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One parameter IRT model: items differ only by one parameter, difficulty
Rasch model
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What do the lines look like on the Rasch model
They have the same slope
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Items differ in both difficulty and discrimination
Two parameter model
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What do the lines look like in a two parameter model
slopes are different
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ICC model that even if the respondent has no "ability" there is still a chance that they'll get the item correct
Three-parameter model
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When two different groups respond differently to the same item. They have different slopes
Biased items
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What do steep slopes on the ICC indicate
better discrimination between different abilities
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A test that ensures that testing conditions are nearly the same as possible for all students
Standardized test
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A test that assesses knowledge or skill and a content domain in which the participant has received instruction
Achievement test
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What was A nation at risk
A study linking the success of a country to the success of the public education system
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What did a nation at risk say about US students
They performed worse than other countries
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What happened with no Child left behind
States required to develop standards
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What happened with race to the top
To performing states were awarded with funding
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Test that can be administered to more than one examinee at a time
Group administered test
90
What are the three pros of group administered tests
Efficient: large sample, short time
Typically can be scored objectively
Uniform testing conditions
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What are the three cons of group administered tests
Limited qualitative behavioral observation
Lack of flexibility
Items restrict type of responses
92
Comprehensive batteries designed to assess achievement in multiple academic areas such as, but not limited to, reading, language arts, math, science and social studies
Commercial standardized achievement tests
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Who are the three publishing companies that are most likely to produce commercial standardized achievement tests
CTB McGraw-Hill
Pearson assessment
Riverside publishing
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What test does CTB produce
California achievement tests
Terranova CTBS
Terranova second edition
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What two tests does Pearson assessment publish
Stanford achievement test series
| Metropolitan tests of achievement
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What to test does riverside publishing produce
Iowa tests of basic skills
| Iowa tests of educational development
97
Test designed for use with students from kindergarten through grade 12 and is described as a traditional achievement battery
California achievement test – fifth edition (CAT/5)
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Test designed for use with students from kindergarten to grade grade 12 and was published in 1997. It combines selected response and constructed response items that allow students to respond in a variety of formats
Terranova CTBS
99
A comprehensive modular achievement battery designed for use with students from kindergarten to grade 12 and contains year 2005 normative data
Terranova the second edition
100
Test for use with students from kindergarten to grade 12 and has your 2007 normative data
Stanford achievement test series
101
Test that can be used with students from kindergarten through grade 12 it assesses content in reading math Madix language science and social science it is untimed and can be administered with the Otis Lennon school ability test
Metropolitan test of achievement
102
Test designed for use with students from kindergarten through grade 8 and as the name suggests is designed to provide a thorough assessment a basic academic skills
Iowa test of basic skills
103
Intended for use with students from grades nine through 12 and was published in 2001. Is designed to measure the long-term goals of secondary education
Iowa tests of educational development
104
Supplement to the standardized tests that typically only employee selected response questions
Diagnostic constructed response and performance assessments
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Provides a larger number of items for each specific learning objective
Diagnostic achievement tests
106
What do proponents say about high-stakes testing
It increases expectations and equals fair judgment
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What do critics say about high-stakes testing
Neglect critical thinking and problem-solving, and teachers teach to the test
108
What are a states choices for standardized testing
They can choose either commercial off-the-shelf tests or develop their own battery or use a combination of both
109
What are the six best practices to prepare students for tests
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Do not teach to the test
Teach generic test taking skills
Use practice forms of the test
Develop class assignments that prep students for format of standardized test
Emphasize content of test
Present material using different formats
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110
Achievement test that is administered to one student at a time and provides a more thorough assessment of skills and wider variety of item formats
Individual achievement test
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Five types of individual achievement test
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Wechsler individual achievement test
Woodcock – Johnson III test of achievement
Wide range achievement test 4
Gray oral reading test (fourth edition)
KeyMath
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112
Individual achievement test that looks at reading comprehension, mathematics, written language, and oral language
Wechsler individual achievement test
113
Individual achievement test that covers broad reading, oral language, broad math, math calculation skills, broad written language, written expression
Woodcock – Johnson III tests of achievement
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Individual achievement test that covers word reading, reading comprehension, spelling, arithmetic
Wide range achievement test 4
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Individual achievement test that measures oral reading skills and is often used to diagnose reading difficulties
Gray oral reading test
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Individual achievement test that measures mathematics skills in the area of basic concepts, operations, and applications
KeyMath
117
What are the five principles a teacher uses to develop a test
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Specify educational objectives
Develop test blueprint
Determine how scores will be interpreted
Select item formats
Determine how students will be graded
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118
What type of test is the most popular and widely used aptitude test in psychology
Intelligence tests
119
Abilities such as problem-solving, abstract reasoning, ability to acquire knowledge
Intelligence
120
How is intelligence represented
Through intelligence quotients
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What are contemporary intelligence test a reliable indicator of
Academic success
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What is the most frequently used measure of intelligence
Wechsler Bellevue
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What was the first test to combine verbal and nonverbal abilities on the same test
Wechsler Bellevue
124
Who is responsible for ministering, scoring, and interpreting intelligence tests
Teachers, school counselors, and psychologist
125
Compares a clients performance on an aptitude test with their performance on an achievement test
Aptitude – achievement discrepancy analysis
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Achievement score is higher then aptitude score
Overachiever
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What accounts for someone being an overachiever
Studied hard, worked really hard,
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Why is being an overachiever problematic
Because they have great knowledge in this one domain, but they might not be able to generalize it to other things
129
Achievement score is lower than aptitude score
Underachiever
130
What might account for someone being an underachiever
Environmental factors, illness, poor teaching, ADHD
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What do critics of ability achievement comparison say
Discrepancies can be attributed to measurement error, differences in content covered, and students attitudes
132
An alternative to AADA when looking for students who are doing well in the subject
Response to intervention
133
What are the five steps of response to intervention
Students are provided with effective teaching
Progress is monitored
Students who do not respond get something else from the teacher
Progress is monitored
Students who do not respond qualify for special education
134
What is a pro of response to intervention
Provides help to struggling students sooner, before they start to fail. It distinguishes between students who have learning difficulties and students who have poor instruction
135
What are the three requirements of diagnosing an intellectual disability
Performance on intelligence test must be two standard deviation below the mean
Significant deficits in adaptive behavior including self help skills, daily living and communication
Evidence that these deficiencies and function occurred during the developmental period Before age 18
136
What is the IQ range from mild disability/difficulty
55 to 70
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What is the IQ range for moderate, severe or profound intellectual difficulty
Below 55
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What age are these difficulties typically diagnosed
Before the age of five or six
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Test designed to assess the upper limits of the examinee's knowledge
Maximum performance test
140
List of all 7 of the group tests
Test of cognitive skills, second edition (TCS/2)
Otis – Lennon school ability test, eighth edition (OLSAT-8)
Personal and vocational assessment
Primary test of cognitive skills (PTCS)
InView
Cognitive abilities test (COGAT)
College admission tests
141
Covers verbal, nonverbal, memory abilities: verbal reasoning, memory, sequences, and analogies. Age range from 2 to 12
TCS/2
| Test of cognitive skills
142
Contest that has for some test: verbal, special, memory, and concepts. No meaning or number knowledge required comers age kindergarten to first grade
Primary test of cognitive skills
143
Group test that covers verbal reasoning, nonverbal reasoning, and quantitative reasoning – new version of TCS age range 2 to 12
InView
144
Test that covers verbal and nonverbal processes. For use with grades K through 12
Otis-Lennon school ability test
145
Test that measures verbal, quantitative, and nonverbal reasoning ability. Test change based on grade level. For use with grades K-12
Cognitive abilities test
146
Group test for use in personal and vocational testing entirely verbal measures vocabulary development, reasoning skills for use with ages 18 and over
MAT
147
Group test for use for college admission. Critical reading, math, writing for use with grades nine through 12
College admission tests
148
What are the four individual aptitude tests
Wechsler Intelligence Scale for Children
Stanford-Binet Intelligence scales
Woodcock-Johnson III Test of Cognitive Abilities
Reynolds Intellectual Assessment Scales
149
Most popular individual test of intellectual ability for children.
Wechsler Intelligence Scale for Children
150
The first intelligence test to gain widespread acceptance. Has the expanded IQ scale that allows the calculation of IQs higher than 160
Stanford Binet
151
Test based on Cattell-Horn-Carroll theory of cognitive abilities
Woodcock Johnson
152
Has the ability to obtain a reliable, valid measure of intellectual ability that incorporates both verbal and nonverbal abilities in a relatively brief period
Reynolds Intellectual Assessment scales
153
4 principals of selecting aptitude tests
How information will be used
Time available for testing
Population that will be tested
Psychometric properties of the test
154
A test that attempts to measure the typical behavior and characteristics of examinees
Typical response
155
Test that involves the presentation of unstructured or ambiguous stimuli that allows almost infinite responses
Projective personality test
156
Test responses that misrepresent a person's true characteristics
Response sets and dissimilation
157
When a person responds and either negative or positive manner
Response set
158
When a person purposefully misrepresent themselves
Dissimulation
159
Transient emotional states that fluctuate over time
State
160
Stable internal characteristic that is manifested as a tendency for an individual to behave in a particular manner
Trait
161
Items that are included to help combat and identify response sets and dissimilations
Validity scales
162
What is an example of three validity scales
F index
L Index
V index
163
Index composed of items that are infrequently endorsed
F index
164
Index composed of items that are in frequently endorse that also identify individuals with a social desirability bias
L index
165
Index that includes nonsensical items if examinees select these items, they may be careless during test taking, or it might indicate a learning difficulty
V index
166
Develop items based on their apparent relevance to the construct measured
Content rational approach
167
Limitation of the content rational approach
Examinees can easily manipulate that results to present themselves in a specific way
168
A process in which a large pool of items is administered to two groups one typically a clinical group composed of individuals with a specific diagnosis and the other a control or normal group representative of the general population
Empirical criterion keying
169
What is an example of an empirical criterion keying
Minnesota multiphasic personality inventory he (MMPI)
170
Statistical approach that evaluates the presence and structure of latent constructs existing among a set of variables
Factor analysis
171
Five factor model (big five)
Neuroticism, extroversion, openness, agreeableness, conscientiousness
172
Number of objective personality scales that have been developed based on a specific theory of personality
Theoretical approach
173
What are two examples of theoretical approach to personality tests
Myers-Briggs and Millon clinical multiaxial inventory
174
Individuals preference to focus on the M world of thoughts and ideas
Introversion
175
Preference to focus on the external world of thoughts and ideas
Extroversion
176
Preference to focus on what can be perceived by the five senses
Sensing
177
Preference for basing decisions on a logical analysis of the facts
Thinking
178
Preference for basing decisions on personal values and situational factors
Feeling
179
Preference for structure and decisiveness
Judging
180
Preference for flexibility and adaptability
Perceiving
181
I or E
Introversion or Extroversion
182
S or N
Sensing or Intuition
183
T or F
Thinking or Feeling
184
J or P
Judging or perceiving
185
Most popular self report measure among school psychologists. High scores reflect some sort of pathology or abnormality
Self-report of personality
186
What does the self-report personality measure
Inattention/hyperactivity, internalizing problems, school problems, personal adjustment
187
Four examples of projective tests
Projective drawings
Sentence completion tests
Apperception tests
Inkblot techniques
188
Three types of projective drawings
Draw a person
House tree person
Kinetic family drawing
189
Client is given a blank sheet of paper and asked to draw a whole person the figure in the drawing is thought to represent the self
Draw a person
190
Client is asked to draw a house, tree, and person of each gender. Thought to tap into home life
House tree person
191
Diet is asked to draw everyone in their family. Design to tap into view a family and interactions
Kinetic family drawing
192
Give the examinee sentence and asked them to finish it
Sentence completion
193
Client has shown a picture and asked to make up a story about it
Apperception test
194
What is the most widely used apperception test
Thematic apperception test
195
Examinee presented with an ambiguous inkblot and asked to interpret it in some manner
Inkblot
