finals - E-EDUC215 (module 7)

Question 1

For the teacher to get the correct feedback of the extent the students have understood the lessons, a ____ should be conducted.

Answer 1

test

Question 2

And to be sure that the test questions are the representative samples of all the lessons covered and are rightly distributed to the stated levels of objectives, a ____ should be prepared prior to the test construction.

Answer 2

Table of Specifications (TOS)

Question 3

Is a plan prepared by a classroom teacher as a basis for test construction especially a periodic test (or a quarterly or summative test).

Answer 3

Table of Specifications (TOS)

Question 4

It is important that this be carefully prepared because it contributes to the development of the quality test which per se is a good instrument…

Answer 4

Table of Specifications (TOS)

Question 5

It is important that this be carefully prepared because the degree of content as well as skill mastery can be determined and a balanced test representing varied skills can be achieved.

Answer 5

Table of Specifications (TOS)

Question 6

It is important that this be carefully prepared because it can also provide an assurance that the test will measure representative samples of the instructional objectives and the contents included in the instruction.

Answer 6

Table of Specifications (TOS)

Question 7

Is a teacher’s blueprint in constructing a test for classroom use (Arends, 2001 in Garcia, 2013).

Answer 7

Table of Specifications (TOS)

Question 8

A chart or table that details the content and level of cognitive level assessed on a test as well as the types and emphases of test items (Gareis and Grant, 2008 in Gabuyo, 2012).

Answer 8

Table of Specifications (TOS)

Question 9

Provides the constructor a way to ensure that the assessment is based from the intended learning outcomes.

Answer 9

Table of Specifications (TOS)

Question 10

A useful guide in constructing a test and in determining the type of test items that a teacher needs to construct.

Answer 10

Table of Specifications (TOS)

Question 11

What are the two ways to prepare the TOS?

Answer 11

• One-way TOS
• Two-way TOS

Question 12

Only the contents are listed down on the left side of the table

Answer 12

One-way TOS

Question 13

Contents are listed down the left side and the instructional objectives are listed across the top of the table.

Answer 13

Two-way TOS

Question 14

What are the commonalities of the two ways to prepare the TOS?

Answer 14

• Course content
• No. of class sessions/hours
• Number of test items
• Placement of an item

Question 15

There are a variety of ways by which a TOS can be made. True or false?

Answer 15

True

Question 16

Any school can design their own template and decide on its contents as long as the most important contents are reflected in their TOS. True or false?

Answer 16

True

Question 17

The number of hours spent for teaching each topic is indicated in the course syllabus. True or false?

Answer 17

True

Question 18

Since a teacher will be able to ask as many questions as he can to assess his students’ KSA, the TOS will not help him determine the most important questions that he can ask the students, especially ones that are aligned with the different cognitive levels. True or false?

Answer 18

False

Question 19

Moreover, the TOS can provide the teacher with evidence/s that a test has content validity because it covers what should be covered. Thus, every pre-service teacher should equip himself with a thorough understanding of the table of specifications. True or false?

Answer 19

True

Question 20

Good items are to be retained and defective items are to be improved, to be revised or to be rejected. True or false?

Answer 20

True

Question 21

As pointed out by Payne (1992), item analysis is conducted for the following purposes:

Answer 21

• To select the best available items for the final form of the test;
• To identify structural or content defects in the items;
• To detect learning difficulties of the class as a whole; and
• To identify the areas of weaknesses of students in need of remediation.

Question 22

Three main elements in an item analysis (Downie & Heath, 1984).

Answer 22

1. examination of the difficulty level of the items,
2. determination of the discriminating power of each item, and
3. examination of the effectiveness of distractors in a multiple choice or matching items.

Question 23

is the difficulty level of an item; the percentage of students answering correctly each item in the test.

Answer 23

index of difficulty

Question 24

refers to the percentage of high-scoring individuals responding correctly versus the number of low scoring individuals responding correctly to an item (Payne, 1992).

Answer 24

index of discrimination

Question 25

This numerical index indicates how effectively an item differentiates between the students who did well and those who did poorly on the test (Credo, 1983).

Answer 25

index of discrimination

Question 26

Uses of Item Analysis

Answer 26

1. Item analysis data provide a basis for efficient class discussion of the test results.
2. Item analysis data provide a basis for remedial work.
3. Item analysis data provide a basis for general improvement of classroom instruction.
4. Item analysis data provide a basis for increased skills in test construction.
5. Item analysis procedures provide a basis for constructing test bank.

Question 27

The first step in preparing data for item analysis is to arrange test scores from highest to lowest. This ranking is based on the student’s total score on the test. True or false?

Answer 27

True

Question 28

The second step in preparing data for item analysis is to select and identify the TOP 27% performing group and BOTTOM 27% performing group of the total takers. True or false?

Answer 28

True

Question 29

The two extreme sets of examination papers

Answer 29

criterion groups

Question 30

The first is the upper group and the latter is the lower group. The middle group is not used in the analysis of test items. True or false?

Answer 30

True

Question 31

The third step in preparing data for item analysis is to record separately the number of times each alternative was chosen by the students in both groups. True or false?

Answer 31

True

Question 32

The fourth step in preparing data for item analysis is to tabulate the number of students in the UPPER GROUP and LOWER GROUP based on their selected choice per item. True or false?

Answer 32

True

Question 33

The fifth step in preparing data for item analysis is to compute the index of difficulty for each item, following the formula: (Navaro, 2017) Index of Difficulty = No. of Students with correct answer/Total No. of Students. True or false

Answer 33

True

Question 34

The sixth step in preparing data for item analysis is to compute the index of discrimination, based on the formula: (Navarro, 2017) Discrimination Index = DU + DL. True or false?

Answer 34

False

Question 35

No. of students getting correct responses in the upper group/total no. of students in the upper group

Answer 35

DU

Question 36

No. of students getting correct responses in the lower group/total no. of students in the lower group

Answer 36

DL

Question 37

What is the interpretation for a difficulty index of 0-0.25?

Answer 37

difficult

Question 38

What is the interpretation for a difficulty index of 0.26-0.75?

Answer 38

right difficulty

Question 39

What is the interpretation for a difficulty index of 0.76-above?

Answer 39

easy

Question 40

The difficulty index of a test item is important because it tells a teacher something meaningful about the comprehension of or performance on, material or task contained in an item. True or false?

Answer 40

True

Question 41

What is the interpretation of a negative 1.0 to a negative 5.0 index of discrimination?

Answer 41

can discriminate but item is questionable (discard)

Question 42

What is the interpretation of a negative .55 to a 0.45 index of discrimination?

Answer 42

non-discriminating (revise)

Question 43

What is the interpretation of a 0.46 to 1.0 index of discrimination?

Answer 43

discriminating item (include)

Question 44

The index of discrimination tells a teacher the degree to which a test-item differentiates the high achievers from the low achievers in his/her class. True or false?

Answer 44

True

Question 45

when more students from the upper group got the right answer than those from the lower group

Answer 45

item with a positive discriminating power

Question 46

when more students from the lower group got the correct answer on an item than those from the upper group

Answer 46

item with a negative discriminating power

Question 47

when there is an equal number of students from both the upper and lower groups who got the right answer to a test item

Answer 47

item with a zero discriminating power

Question 48

is the term used for the incorrect options in the multiple choice type of test while the correct answer represents the key.

Answer 48

Distracter

Question 49

The test item is a potential ____ if there are more students from the upper group who choose the incorrect options than the key.

Answer 49

miskey

Question 50

This happens when more students from the upper group choose equally an incorrect option and the keyed answer.

Answer 50

ambiguous item

Question 51

An ____ is one that all students in the upper group answer correctly and all students in the low group answer wrongly.

Answer 51

ideal item

Question 52

Item analysis increases a test’s effectiveness. It allows for test improvement and promotes academic integrity. True or false?

Answer 52

True