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You are on page 1of 8

Chapter 1, 2

True/False

individual’s behavior is obtained, evaluated, and scored using

standardized procedures.

True or False

numbers to represent objects, traits, attributes, or behaviors.

True or False

True or False

knowledgeable about testing and assessment.

True or False

True or False

limits of the examinee’s knowledge and abilities.

True or False

scores.

True or False

scores.

True or False

or aptitude tests.

True or False

10.On speed tests, performance reflects differences in the speed

of the performance.

True or False

the examinee answers incorrectly.

True or False

issue.

True or False

behavior and characteristic of examinees.

True or False

administered, scored, and interpreted in a standard manner.

True or False

amount of a characteristic they display or possess.

True or False

classes, or sets.

True or False

zero point.

True or False

True or False

and mode.

True or False

True or False

Chapter 3, 4

Matching

(Match the letter that represents the correct answer with the

question)

transformati ion Confidenc

ons e interval

referenced testing

on samples Measureme score

nt error

distribution rank sampling curve

error equivalent

(NCE)

E. Standard J.Age O. T.

scores equivalents Composite Qualitativ

score e

descriptio

ns

and months, at which a raw score is the mean or median.

_____

2. The number of items scored or coded in a specific manner such

as correct/incorrect, true/false, and so on.

_____

3. Symmetrical, unimodal distribution in which the mean, median,

and mode are all equal.

_____

4. Limits the extent to which test results can be generalized and

reduces the confidence we have in test results.

_____

5. Help professionals communicate results in written reports and

other formats.

_____

6. Preferred type of derived score. Transformation of raw scores to

a desired scale with a predetermined mean and standard

deviation.

_____

7. The simplest of the standard scores and indicate how far above

or below the mean of the distribution the raw score is in standard

deviation units.

_____

8. Refers to consistency or stability of assessment results.

_____

9. All scores are equal to or above this score are reported as “pass”

whereas scores below it are reported as “fail”.

_____

10.Reflects the percentage of individuals scoring below a given

point in a distribution.

_____

11.The examinee’s performance is compared to the performance of

other people.

_____

12.A sample of the target population drawn using a specific set of

procedures.

_____

13.Have a mean of 50 and a standard deviation of 10. Have

advantage of all scores being positive and without decimals.

_____

14.Involves determining whether the examinee has achieved a

specific level of mastery of the knowledge and skills domain.

_____

15.Reflects random fluctuations in performance from one situation

or time to another and limits our ability to generalize test results

across different situations.

_____

16.Reflects a range of scores that will contain the individual’s true

score with a prescribed probability.

_____

17.Retain a direct relationship with raw scores and the distribution

retains its original shape.

_____

18.Procedure which intermediate grade equivalents are calculated.

_____

19.Standardized psychological instruments that contain several

measures that are combined.

_____

20.Normal standard score with a mean of 50 and a standard

deviation of 21.06.

_____

Chapters 5,6,7,8

Multiple Choice

of the interpretations of test scores:

interpretation needs to be _________________.

Validated Reviewed Evaluated Scored

relates to the meaning or interpretation of test scores:

Evidence based

important factors to be considered when evaluating the

correspondence between the test content and its construct.

Content coverage/Face validity Item relevance/Content

coverage

5. The ________________________ is used to describe the amount of

prediction error due to the imperfect validity of the test.

Linear regression SEM Criterion contamination

Validity

proportion of test takers who correctly answer the item.

Accuracy Validated Item Difficulty

Optimal Item

difficulty level is __________.

.40 .90 .45 .50

accurately discriminate between test takers who differ on the

construct being measured.

Discrimination Score Difficulty

Assessment

9. Item ___________ can result not only in better tests but also in

better teaching.

Analysis Summary Measurement

Development

Format Domain Scope Assessment

Comprehension Knowledge Development

Objective

____________ or ________________.

Behavioral/Non-behavioral Behavioral/Non-typical Non-

behavioral/Feasible

statement is referred to as the ______.

Alternative Stem Distracter Format

response items.

Multiple Choice Items True/False Items

Matching Items

Assessed Versatile Hard All of the above

____________.

Domain Analysis Range Manner

phrases.

True/False Multiple Choice Matching Fill

In

Susceptible Diagnostic Useful Reliable

Rote Strong Efficient Vulnerable

student marks as true or false, agree or disagree, yes or no

and so on.

True/False Matching Fill In Multiple

Choice

Essay Questions

Short Answer

scale.

2.

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