11

Question 1

item analysis

Answer 1

developers evaluate the performance of each test item

Question 2

developers evaluate the performance of each test item

Answer 2

item analysis

Question 3

quantitative item analysis

Answer 3

statistical analyses of the responses test takers gave to individual items

Question 4

statistical analyses of the responses test takers gave to individual items

Answer 4

quantitative item analysis

Question 5

item difficulty

Answer 5

the percentage of test takers who respond correctly

dividing the number of persons who answered correctly by the total number of persons who responded to the question

Question 6

the percentage of test takers who respond correctly

Answer 6

item difficulty

dividing the number of persons who answered correctly by the total number of persons who responded to the question

Question 7

items with difficulty levels or p values of __ yield distributions of test scores with the most variation

Answer 7

.5

this is the aim number

Question 8

discard or rewrite items with extreme p values __ to __ and __ to __

Answer 8

0, .2; .9, 1

Question 9

discrimination index

Answer 9

compares the performance of those who obtained very high test scores (upper group [U]) with the performance of those who obtained very low test scores (lower group [L]) on each item

Question 10

A statistic that compares the performance of those who made very high test scores with the performance of those who made very low test scores on each item.

Answer 10

discrimination index

Question 11

interitem correlation matrix

Answer 11

displays the correlation of each item with every other item

Question 12

displays the correlation of each item with every other item

Answer 12

interitem correlation matrix

Question 13

phi coeffiecients

Answer 13

results of correlating two dichotomous variables

Question 14

results of correlating two dichotomous variables

Answer 14

phi coeffiecients

Question 15

empirically based tests

Answer 15

test designed so that test scores can be used to sort individuals into two or more categories based on their scores on the criterion measure

Question 16

test designed so that test scores can be used to sort individuals into two or more categories based on their scores on the criterion measure

Answer 16

empirically based tests

Question 17

subtle questions

Answer 17

questions that have no apparent relation to the criterion

Question 18

questions that have no apparent relation to the criterion

Answer 18

subtle questions

Question 19

item response theory (IRT)

Answer 19

provide estimates of the ability of test takers that is independent of the difficulty of the items presented as well as estimates of item difficulty and discrimination that r are independent of the ability of the test taker

Question 20

provide estimates of the ability of test takers that is independent of the difficulty of the items presented as well as estimates of item difficulty and discrimination that r are independent of the ability of the test taker

Answer 20

item response theory (IRT)

Question 21

item characteristic curves (ICCs)

Answer 21

the lien that results when we graph the probability of answering an item correctly with the level of ability on the construct being measured

the higher the ability level the more difficult the question

Question 22

the lien that results when we graph the probability of answering an item correctly with the level of ability on the construct being measured

Answer 22

item charcteristic curves (ICCs)

Question 23

item bias

Answer 23

when a n item is easier for one group than for another group

Question 24

when a n item is easier for one group than for another group

Answer 24

item bias

Question 25

acculturation

Answer 25

the degree to which an immigrant or minority member has adapted to a country's mainstream culture

Question 26

qualitative test analysis

Answer 26

When test developers ask test takers to complete a questionnaire about how they viewed the test and how they answered the questions.

Question 27

When test developers ask test takers to complete a questionnaire about how they viewed the test and how they answered the questions.

Answer 27

qualitative test analysis

Question 28

first part of the validation process

Answer 28

establishing evidence of validity based on test content

Question 29

generalizable

Answer 29

the test can e expected to produce similar results even though it has been administered in different locations

Question 30

the test can e expected to produce similar results even though it has been administered in different locations

Answer 30

generalizable

Question 31

replication

Answer 31

Administration of a test to a second, different, sample of test takers representative of the target audience as part of the test validation process.

Question 32

Administration of a test to a second, different, sample of test takers representative of the target audience as part of the test validation process.

Answer 32

replicaiton

Question 33

cross-validation

Answer 33

Administering a test another time following a validation study to confirm the results of the validation study; because of chance factors that contribute to random error, this second administration can be expected to yield lower correlations with criterion measures.

Question 34

Administering a test another time following a validation study to confirm the results of the validation study; because of chance factors that contribute to random error, this second administration can be expected to yield lower correlations with criterion measures.

Answer 34

cross-validation

Question 35

regression equation

Answer 35

Y = a + bX

Question 36

measurement bias

Answer 36

f

Question 37

f

Answer 37

measurement bias

Question 38

differential validity

Answer 38

a test yields significantly different validity coefficients for subgroups

Question 39

a test yields significantly different validity coefficients for subgroups

Answer 39

differential validity

Question 40

single-group validity

Answer 40

a test is valid for one group but not for another group

Question 41

a test is valid for one group but not for another group

Answer 41

single-group validity

Question 42

predictive bias

Answer 42

occurs when the predictions made about a criterion score based on a test score are different for subsets of test takers (e.g., minority vs. majority, men vs. women)

Question 43

occurs when the predictions made about a criterion score based on a test score are different for subsets of test takers (e.g., minority vs. majority, men vs. women)

Answer 43

predictive bias

Question 44

slope bias

Answer 44

the slopes of the separate regression lines that relate the predictor to the criterion are not the same for one group as another

Question 45

the slopes of the separate regression lines that relate the predictor to the criterion are not the same for one group as another

Answer 45

slope bias

Question 46

accessibility

Answer 46

pertains to the opportunity tests takers have to demonstrate their standing on the construct(s) the test is designed to measure.

Question 47

pertains to the opportunity tests takers have to demonstrate their standing on the construct(s) the test is designed to measure.

Answer 47

accessibility

Question 48

universal design

Answer 48

tests should be constructed from the outset in such a way that accessibility is maximized for all individuals who may take the test in the future.

Question 49

tests should be constructed from the outset in such a way that accessibility is maximized for all individuals who may take the test in the future.

Answer 49

universal design

Question 50

cut scores

Answer 50

decision points for dividing test scores into pass/fail groupings

Question 51

decision points for dividing test scores into pass/fail groupings

Answer 51

cut scores

Question 52

subgroup norms

Answer 52

statistics that describe subgroups of the target audience

Question 53

statistics that describe subgroups of the target audience

Answer 53

subgroup norms

Question 54

two approaches to setting cut scores

Answer 54

1) panel of experimental judges that decide the minimal number a qualified person can get right 2) uses the correlation between the test and an outside criterion to predict the test score that person who performs at a minimum level of acceptability is likely to make