1-10

Question 1

10 Steps of Test Development (first 5 in chapter 10)

Answer 1

1) defining the testing universe, audience, and purpose
2) Developing a test plan
3) composing the test items
4) writing the administration instructions
5) conducting the pilot test

Question 2

issues related to “defining the test purpose”

Answer 2

normative approach vs criterion approach ??

how do we pick which decision to use

Question 3

normative approach

Answer 3

the scores be used to compare test takers with other test takers

Question 4

the scores be used to compare test takers with other test takers

Answer 4

normative approach

Question 5

criterion approach

Answer 5

compare two groups, test used to indicate achievement

Question 6

compare two groups, test used to indicate achievement

Answer 6

criterion approach

Question 7

pilot testing

Answer 7

a scientific evaluation of the test’s performance, little experiment before the main one

Question 8

a scientific evaluation of the test’s performance, little experiment before the main one

Answer 8

pilot testing

Question 9

What are the step involved in developing a test plan?

Answer 9

defining the testing universe

defining the target audience

defining the test purpose

Question 10

What characteristics of a test does the test plan specify?

Answer 10

defining the construct to be measured

defining the content to be measured

Question 11

defining the construct to be measured

Answer 11

???

Question 12

???

Answer 12

defining the construct to be measured

Question 13

defining the content to be measured

Answer 13

???

Question 14

???

Answer 14

defining the content to be measured

Question 15

objective items: strength/weaknesses

Answer 15

multiple choice: scoring is easy/can guess right (this is offset by having a lot of questions)

true/false: scoring is easy/can guess right

forced-choice: good for personality and attitude tests, good for when the test-taker answers dishonestly/little face validity (no apparent connection with the state purpose of the test)

Question 16

subjective items: strength/weaknesses

Answer 16

essay questions: have an in-depth response/harder to score

interview questions: wide range of responses/hard to score

Question 17

response bias

Answer 17

patterns of responding that result in false or misleading information

limit the accuracy and usefulness

social desirability, acquiescence, random responding, faking

Question 18

patterns of responding that result in false or misleading information

limit the accuracy and usefulness

social desirability, acquiescence, random responding, faking

Answer 18

response bias

Question 19

social desirability

Answer 19

present in a favorable light

Question 20

present in a favorable light

Answer 20

social desirability

Question 21

acquiescence

Answer 21

tendency to agree with ideas presented

Question 22

tendency to agree with ideas presented

Answer 22

acquiescence

Question 23

random responding

Answer 23

marking answers randomly

Question 24

marking answers randomly

Answer 24

random responding

Question 25

faking

Answer 25

answering in a way to cause a desired outcome or diagnosis

Question 26

answering in a way to cause a desired outcome or diagnosis

Answer 26

faking

Question 27

Writing Effective Items

Answer 27

Write twice as many items as needed

Identify item topics by consulting test plan

Base each item on an important learning objective or topic

Write items that assess information or skills drawn only from the testing universe

Write each item in a clear and direct manner

Use vocabulary and language appropriate for target audience

Avoid using slang or colloquial language

Make all items independent

Ask someone else to review items to reduce unintended ambiguity andinaccuracies

Question 28

writing effective items: multiple choice/true false

Answer 28

Avoid using negative stems and responses

Make all responses similar in detail and length

Make sure the items has only one correct / best answer

Avoid using words like “always” and “never”

Avoid overlapping responses

Avoid using inclusive distractors such as “all of the above”

Use random assignment to position correct response

Question 29

Writing effective items: essay/interview

Answer 29

Use essay items appropriately

Consider the time necessary for response

Prepare an answer key

Score essays anonymously

Use multiple independent scorers

Question 30

What should be included in the instructions?

Answer 30

Whether the test should be administered in a group and/or individually

Specific requirements for the test administration location, such as privacy; quiet; and comfortable chairs, tables, or desks

Required equipment such as No. 2 pencils, a computer with a removable storage device such as an SD card or flash drive and/or Internet access

Time limitations or the approximate time for completing the test when there are no time limits

A script for the administrator to read to test takers, including answers to questions that test takers are likely to ask

Credentials or training required for the test administrator