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Psychology for Educators – C913 (complete) > Chapter 15 > Flashcards

Chapter 15 Flashcards

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1
Q

How consistently test takers respond to test items, is Reliability?

True
False

A

True

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2
Q

Accuracy of inferences we draw about the test taker.
Based on evidence for content validity, predictive validity, construct validity, is Validity?

True
False

A

True

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3
Q

Administer a single test to a group of students, create two scores by dividing the test in half, and measure the extent to which the rankings change from one half to the other

a. Split-half
b. Test-retest
c. Alternate form

A

a. Split-half

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4
Q

Administer the same test to the same people on two occasions and measure the extent to which the rankings change over time

a. Split-half
b. Test-retest
c. Alternate form

A

b. Test-retest

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5
Q

Administer two equivalent forms of a test to the same group of students at the same time and compare the results.

a. Split-half
b. Test-retest
c. Alternate form

A

c. Alternate form

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6
Q

How well a test’s items reflect a particular body of knowledge and skill

a. Content
b. Predictive
c. Construct

A

a. Content

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7
Q

How well a test predicts a student’s future behavior

a. Content
b. Predictive
c. Construct

A

b. Predictive

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8
Q

How well a test measures some internal attribute of a person

a. Content
b. Predictive
c. Construct

A

c. Construct

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9
Q

How accurately the norm group represents the population of students for whom the test in intended, is normed excellence?

True
False

A

True

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10
Q

Assesses how much one has learned in a particular school subject

a. Single-subject achievement test
b. Achievement battery
c. Diagnostic test
d. Competency test

A

a. Single-subject achievement test

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11
Q

Assesses how much one has learned in multiple school subjects

a. Single-subject achievement test
b. Achievement battery
c. Diagnostic test
d. Competency test

A

b. Achievement battery

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12
Q

Single-subject test designed to identify specific strengths and weaknesses

a. Single-subject achievement test
b. Achievement battery
c. Diagnostic test
d. Competency test

A

c. Diagnostic test

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13
Q

Assess one’s competence in selected basic skill areas; often taken to graduate

a. Single-subject achievement test
b. Achievement battery
c. Diagnostic test
d. Competency test

A

d. Competency test

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14
Q

interprets test performance in terms of grade level

a. Grade equivalent scores
b. Percentile ranks
c. Standard Scores
d. Stanine Score

A

a. Grade equivalent scores

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15
Q

a score that indicates the percentage of students who are at or below a given student’s score

a. Grade equivalent scores
b. Percentile ranks
c. Standard Scores
d. Stanine Score

A

b. Percentile ranks

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16
Q

a score that is expressed in terms of standard deviations, such as a Z score or T score

a. Grade equivalent scores
b. Percentile ranks
c. Standard Scores
d. Stanine Score

A

c. Standard Scores

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17
Q

a type of standard score that divides a population into nine groups

a. Grade equivalent scores
b. Percentile ranks
c. Standard Scores
d. Stanine Score

A

d. Stanine Score

18
Q

What factors distinguish standardized tests from other forms of assessment?
Choose 4

a. All test-takers answer the same questions under the same conditions.
b. They are designed by test construction specialists.
c. The questions reflect the values of a school district’s community.
d. The same scoring key is used to evaluate all test-takers’ answers.
e. Scores are compared either to a norm group or predetermined criteria.

A

a. All test-takers answer the same questions under the same conditions.
b. They are designed by test construction specialists.
d. The same scoring key is used to evaluate all test-takers’ answers.
e. Scores are compared either to a norm group or predetermined criteria.

19
Q

What are the major criteria used to evaluate standardized tests?
Choose 4

a. cost per examinee
b. reliability
c. validity
d. normed excellence
e. examinee appropriateness

A

b. reliability
c. validity
d. normed excellence
e. examinee appropriateness

20
Q

What factors create measurement errors in standardized tests?
Choose 4

a. students’ socioeconomic backgrounds
b. test anxiety
c. motivation
d. correct guesses
e. items worded vaguely

A

b. test anxiety
c. motivation
d. correct guesses
e. items worded vaguely

21
Q

The reliability of a standardized test is demonstrated when scores show similar rankings:
Choose 3

a. on two halves of the test.
b. with a different age group.
c. on a retest.
d. from two classrooms.
e. on an alternate test form.

A

a. on two halves of the test.
c. on a retest.
e. on an alternate test form.

22
Q

A percentile rank of 83 on a standardized math test means the student:

a. earned a score that was equal to or better than 83 percent of those in the norm group.	
b. earned a grade of B.	
c. answered 83 percent of the items correctly.	
d. earned a score that was equal to or less than 83 percent of those in the norm group.
A

a. earned a score that was equal to or better than 83 percent of those in the norm group.

23
Q

The standardized tests used to satisfy the requirements of the No Child Left Behind Act are called high-stakes because:

a. teachers must pass them in order to retain their license.	
b. the tests determine which school a child is allowed to attend.	
c. the tests are given in the senior year of high school to determine who will be allowed to graduate.	
d. schools will suffer penalties if a certain percentage of students do not achieve passing scores.
A

d. schools will suffer penalties if a certain percentage of students do not achieve passing scores.

24
Q

What has research found about the effects of high-stakes testing on the school curriculum?
Choose 4

a. What is taught and what is tested are better aligned to state standards.
b. The curriculum has narrowed to make room for more reading and math.
c. State tests cover specific aspects of reading and math that teachers emphasize.
d. Social studies, science, art, and music curricula receive greater attention.
e. Instructional time for reading increased at the expense of recess.

A

a. What is taught and what is tested are better aligned to state standards.
b. The curriculum has narrowed to make room for more reading and math.
c. State tests cover specific aspects of reading and math that teachers emphasize.
e. Instructional time for reading increased at the expense of recess.

25
Q

The Common Core State Standards:
Choose 3

a. provide a common set of content standards for all school districts.
b. were designed to prepare students for college and the workplace.
c. require rigorous standardized tests in grades K–2.
d. measure student achievement by standardized tests.
e. have been adopted by all 50 states.

A

a. provide a common set of content standards for all school districts.
b. were designed to prepare students for college and the workplace.
d. measure student achievement by standardized tests.

26
Q

What roles does computer-based technology play in standardized testing programs?
Choose 4

a. providing practice tests
b. assessing student mastery of state standards
c. familiarizing students with programming languages
d. providing remedial online instruction
e. creating tests geared to a student’s ability level

A

a. providing practice tests
b. assessing student mastery of state standards
d. providing remedial online instruction
e. creating tests geared to a student’s ability level

27
Q

What are the major advantages of computer-based testing (CBT)?
Choose 4

a. Scores are readily available for student feedback.
b. Randomizing sequences of test items reduces cheating.
c. Computers are affordable for school districts.
d. Computer capabilities include graphics to create novel test items.
e. Students can take multiple practice tests online.

A

a. Scores are readily available for student feedback.
b. Randomizing sequences of test items reduces cheating.
d. Computer capabilities include graphics to create novel test items.
e. Students can take multiple practice tests online.

28
Q

What was the major result of the study of CBI in Massachusetts?

a. Students achieved higher MCAS scores than expected without CBI.	
b. The CBI mastery approach was successful in raising MCAS scores.	
c. High-stakes testing for NCLB led to the high school’s failing AYP.	
d. Students who took CBI scored higher than students who did not take CBI.
A

b. The CBI mastery approach was successful in raising MCAS scores.

29
Q

How does computer adaptive testing (CAT) determine the limits of a student’s knowledge?

a. CAT tests contain twice as many items as other tests.	
b. CAT tests allow examinees to pick the items to which they will respond.	
c. CAT tests make students more comfortable with taking tests.	
d. CAT tests determine ability based on student responses to items.
A

d. CAT tests determine ability based on student responses to items.

30
Q

Computer adaptive testing (CAT) has been endorsed by NCLB as a way to accurately capture student mastery.

a. True
b. False

A

b. False

31
Q

Why are teachers advised to give students a pep talk before administering a standardized test?

a. Students need to know they are cared for.	
b. Students who have a positive attitude score higher.	
c. Teachers use scores to help improve instruction.	
d. Scores are responsive to teachers’ suggestions.
A

b. Students who have a positive attitude score higher.

32
Q

How should teachers help parents interpret test scores?
Choose 3

a. Discuss norm-referenced tests starting at the local level.
b. Discuss how a student masters criterion-referenced objectives.
c. Focus attention on high scores on norm-referenced tests.
d. Use test scores to classify students as fast or slow learners.
e. Point out that test scores depend on the nature of the test.

A

a. Discuss norm-referenced tests starting at the local level.
b. Discuss how a student masters criterion-referenced objectives.
e. Point out that test scores depend on the nature of the test.

33
Q

What is the basic purpose of a standardized test?

a. to provide the teacher with diagnostic information	
b. to decide if a student is gifted and talented	
c. to evaluate the quality of instruction	
d. to measure a particular characteristic
A

d. to measure a particular characteristic

34
Q

How have standardized tests been used historically?
Choose 4

a. to identify general strengths and weaknesses in student achievement
b. to inform parents of their child’s general level of achievement
c. to plan instructional lessons for the content covered by the test
d. to demonstrate what students could do with the information they learned
e. to recommend students for placement in special programs

A

a. to identify general strengths and weaknesses in student achievement
b. to inform parents of their child’s general level of achievement
c. to plan instructional lessons for the content covered by the test
e. to recommend students for placement in special programs

35
Q

What are the documented effects of using standardized tests to hold schools accountable for student achievement?
Choose 2

a. significant improvement in reading and math
b. uniform acceptance of standards in the U.S.
c. cutoff scores lowered to avoid AYP penalties
d. intensive teaching to the test
e. greater reliance on authentic assessment

A

c. cutoff scores lowered to avoid AYP penalties

d. intensive teaching to the test

36
Q

The No Child Left Behind (NCLB) Act requires adequate yearly progress (AYP) to be demonstrated by all students except those with documented disabilities.

a. True
b. False

A

b. False

37
Q

Value-added modeling uses standardized test scores to determine:

a. the value of homes in a school district.	
b. the quality of a teacher’s instruction.	
c. students’ optimal grade placement.	
d. when a child should start school.
A

b. the quality of a teacher’s instruction.

38
Q

The need to make AYP focuses attention on instruction and improves motivation in nearly all cases.

a. True
b. False

A

b. False

39
Q

Technology may be used to prepare students and administer and score standardized tests.

a. True
b. False

A

a. True

40
Q

hy do states provide web-based copies of the state performance standards, samples of test items, and practice tests?

a. Students using the Internet take tests before anyone else.	
b. Faculty at the state universities grade all the tests.	
c. The online copies solicit feedback from the public.	
d. Students will be better prepared for the test.
A

d. Students will be better prepared for the test.

41
Q

Computer adaptive testing (CAT) allows students to take tests dynamically geared to their own individual ability levels.

a. True
b. False

A

a. True

42
Q

What testing tips should teachers give students before a standardized test?
Choose 4

a. Follow directions for marking answers carefully.
b. Set a pace that will allow time to complete the test.
c. Use intuition for answering multiple-choice items.
d. Bypass difficult items to return to them later.
e. Go back to fill in blank items if time permits.

A

a. Follow directions for marking answers carefully.
b. Set a pace that will allow time to complete the test.
d. Bypass difficult items to return to them later.
e. Go back to fill in blank items if time permits.

Psychology for Educators – C913 (complete) (15 decks)

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