Chapter 13 Flashcards
Test items must always be based on specific _______
Purposeful outcomes
Learning objectives
Study guides
Criteria
Learning objectives
Donald Kirkpatrick four levels of _____ are reaction, learning, behavior, and results
Learning
Education
Evaluation
Presentation
Evaluation
(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
Reaction
(Donald Kirkpatrick second of four levels of evaluation) commonly recognized by students as the “test.”
Learning
Behavior
Results
Reaction
Learning
(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
Behavior
(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
(Formatting and item arrangement)
Single space each test item but double space ____
After every other one
Between items
After items
After each subject
Between items
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
Type of test item (multi choice, true/false, matching, or short answer)
The determination of test difficulty is the responsibility of level ___ instructor
I
II
III
III
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
15 seconds for true answers
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
30-45 seconds
Time requirements benchmarks for answering questions -
Seven item matching
30-60 seconds
45-60 seconds
60-90 seconds
45-120 seconds
60-90 seconds
Time requirements benchmarks for answering questions -
Multiple choice with 4 possible responses
15-45 seconds
60-90 seconds
30-60 seconds
30-120 seconds
30-60 seconds
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
30-60 seconds
Time requirements benchmarks for answering questions -
Short answer
15-45 seconds
30-45 seconds
30-60 seconds
30-90 seconds
30-60 seconds
Time requirements benchmarks for answering questions -
Essay (for each major point that students must include)
30 seconds
45 seconds
60 seconds
90 seconds
60 seconds
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
Sampling
When the instructor uses sampling, the plan must be ______ to prove that necessary components were addressed
Disclosed
Briefed
Documented
Enclosed
Documented
Ensuring that test questions very closely reflect the materials being tested in the best test to avoid ____ in testing materials
Bias
Cheating
Guessing
Sleeping
Bias
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
Difference in terminology
This type of evaluation instrument measures cognitive ability
Oral tests
Written tests
Performance tests
Written tests
This type of evaluation instrument measures either cognitive or communicative ability
Written tests
Oral tests
Performance tests
Oral tests
This type of evaluation instrument measures psychomotor skill ability
Written tests
Oral tests
Performance tests
Performance tests
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
Objective
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
Subjective
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
Should not
Multiple choice test items consist of either a question or an incomplete statement called a ____
Branch
Stem
Start
Briefing
Stem
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
Choices and alternatives
In a multiple choice question, the correct choice is called the answer while the remaining choices are called _____
Wrong answers
Distractors
Dictations
Unconfirms
Distractors
Write a stem in the form of a direct question or incomplete sentence that measures only one
Subject
Question
Answer
Learning objective
Learning objectives
Provide at least three plausible, attractive ___ when writing multiple choice questions
Distractors
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
Facts
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
Negative suggestion effect
True or false - develop tests items that require students to think about what they have learned, rather than merely remember it
True
True items are often longer than false items because they include a ____
Answer
Obvious truth
Justification
Reason
Justification
True or false- avoid quoting information directly from the textbook
True
The content of a matching test item must consist of _____ material, items, or information
Relevant
Pertinent
Similar
Varying
Similar
Separate matching sections into sets of five problems and responses when using computer or _____ scored answer sheets
Manually
Mechanically
Pneumatically
Romantically
Mechanically
When creating matching test items, to prevent finding the answer by eliminating all other responses, consider adding _____
One more response than there are prompts
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
Multiple choice questions
Short answer items are often
Objective
Subjective
Subjective
In contrast to short answer items, a completion item should be
Subjective
Objective
Objective
True/false -On completion test items, create short, direct statements for which only one answer is possible
True
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
Essay
____ tests eliminate guessing, because students must know the material thoroughly in order to write an effective ____
Short answer/completion
Essay
Essay
