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

1) defining the testing universe, audience, and purpose

Answer 2

prepares a working definition of the construct that the test will measure

Question 3

2) Developing a test plan

Answer 3

specifies the characteristics of the test, including an operational definition of the construct and the content to be measured (the testing universe), the format for the questions, and the administration and scoring of the test.

Question 4

objective test format

Answer 4

one response that is designated as “correct”

Question 5

one response that is designated as “correct”

Answer 5

objective test format

Question 6

subjective test formats

Answer 6

do not have a single response that is designated as “correct”

Question 7

do not have a single response that is designated as “correct”

Answer 7

subjective test formats

Question 8

projective tests

Answer 8

subjective test formats because the stimuli for these tests are ambitious pictures

Question 9

subjective test formats because the stimuli for these tests are ambitious pictures

Answer 9

projective tests

Question 10

cumulative model of scoring

Answer 10

most common method

more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.

Question 11

more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.

Answer 11

cumulative model of scoring

Question 12

categorical model of scoring

Answer 12

used to place test takers in a particular group or class

Question 13

used to place test takers in a particular group or class

Answer 13

categorical model of scoring

Question 14

ipsative model of scoring

Answer 14

presented with two to four statements in a forced choice format.

cannot simply add up all the points

Question 15

presented with two to four statements in a forced choice format.

Answer 15

ipsative model of scoring

Question 16

pilot test

Answer 16

a scientific evaluation of the test’s performance

Question 17

a scientific evaluation of the test’s performance

Answer 17

pilot test

Question 18

3) composing the test items

Answer 18

some standard item formats, including strengths or weaknesses that may cause test developers to choose or reject them as appropriate formats in various situations.

Question 19

objective items

Answer 19

multiple choice
true/false
forced choice

Question 20

multiple choice

Answer 20

most often used

includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors

Question 21

most often used

includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors

Answer 21

multiple choice

Question 22

true/false

Answer 22

steam and direct the test takers to mark each statement one of two answers

guessing can have a large impact on the score

Question 23

steam and direct the test takers to mark each statement one of two answers

Answer 23

true/false

Question 24

forced choice

Answer 24

choose two or more words or phrases that appear unrelated but are equally acceptable

Question 25

choose two or more words or phrases that appear unrelated but are equally acceptable

Answer 25

forced choice

Question 26

Subjective Items

Answer 26

essay questions interview questions projective techniques sentence completion

Question 27

essay questions

Answer 27

questions are general and require lengthy written responses by test takers

Question 28

questions are general and require lengthy written responses by test takers

Answer 28

essay questions

Question 29

interview questions

Answer 29

general in scope, the person decides what is good or bad

Question 30

general in scope, the person decides what is good or bad

Answer 30

interview quesitons

Question 31

projective techniques

Answer 31

highly ambiguous stimulus elicit an unstructured response from the test taker

Question 32

highly ambiguous stimulus elicit an unstructured response from the test taker

Answer 32

projective techniques

Question 33

sentence completion

Answer 33

finish a sentence

Question 34

finish a sentence

Answer 34

sentence completion

Question 35

complex item formats

Answer 35

``` performance assessments simulations portfolios response bias social desirability acquiesence random responding and faking ```

Question 36

writing effective items

Answer 36

identify item topics by consulting the test plan be sure that each item is based on can 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 the target audience avoid using slang or colloquial alnaguage make all items independent ask someone else to review items