Q&A Hero

Q: When a teacher scores a classroom test including 10 items and determines that a student correctly answered 7, the number 7 represents a____.

Q: This represents the level of items that the student would most probably answer correctly, although they may not all be administered to the student.

Q: This step is completed using the developmental version to determine what changes are needed prior to the completion of the published test.

Q: When a test is being developed, the test developer attempts to have this represent the population for whom the test is designed.

Q: Match these terms to the statements that follow. a. alternate assessment b. statewide assessment c. high-stakes assessment d. accommodations Lupitina has been receiving her education in a self-contained special education environment since she entered school. Her development is five years below the level of her peers. The IEP team must determine if Lupitina should have accommodations for her assessment or if she will require ___.

Q: Match these terms to the statements that follow. a. alternate assessment b. statewide assessment c. high-stakes assessment d. accommodations The IEP team must include statements that address ___.

Q: Match these terms to the statements that follow. a. alternate assessment b. statewide assessment c. high-stakes assessment d. accommodations Allowing students to complete assessment in a small group in a separate room is considered a type of ____.

Q: Match these terms to the statements that follow. a. alternate assessment b. statewide assessment c. high-stakes assessment d. accommodations When assessment determines promotion to the next grade in secondary school, the assessment is called ___.

Q: Match these terms to the statements that follow. a. alternate assessment b. statewide assessment c. high-stakes assessment d. accommodations Juan is receiving special education support in the general classroom setting. Although he reads the same textbooks as other students, he must use a word processor to complete his writing assignments. His IEP team has determined that he will require __ for his standardized statewide assessment.

Q: Using the protocol and the responses in Figure 5.6, determine the basal and ceiling items for this student. According to the responses shown, what items are included in the student's ceiling level?

Q: Using the protocol and the responses in Figure 5.6, determine the basal and ceiling items for this student. What directions are provided for establishing the basal level?

Q: Using the protocol and the responses in Figure 5.6, determine the basal and ceiling items for this student. According to the responses shown, what items are included in the student's basal level?

Q: Using the protocol and the responses in Figure 5.6, determine the basal and ceiling items for this student. How many trials are allowed for the training exercises on this subtest?

Q: What were the ceiling items on protocol 2?

Q: What were the basal items on protocol 2?

Q: What were the ceiling items on protocol 1?

Q: What were the basal items on protocol 1?

Q: Which protocol had more than one basal?

Q: Write the meaning of the following expressions:1)4.1 means2)4-1 means3)3.3 means4)6-7 means5)10.8 means

Q: According to the information provided in Table 5.3, what was the average number of correct responses for students of the chronological age 11-2?

Q: Were students in the sample tested during the third month of the third grade? By what means was the average for each month of the school year determined?

Q: According to the information provided in Table 5.2, what was the average number of correct responses for students in the third month of grade 3?

Q: What might account for students who were in first grade having an average number of 14 correct responses while students in grade 6 had an average of 65 correct responses?

Q: What was the average number of correct items of the sample group of students who were 6 years of age?

Q: Refer to the tables in your text and answer the following questions. According to Table 5.1, what was the average number of correct items of the sample group of students who were 16 years of age?

Q: Refer to the tables in your text and answer the following questions. In Table 5.1, what was the average score of the sample group of students in grade 7?

Q: Use the formula to determine the standard error of measurement with the given standard deviations and reliability coefficients.

Q: What are the three types of reliability? What are the optimal reliability scores?

Q: Identify and define at least two ways to determine internal consistency.

Q: What is construct validity and what is used to establish it?

Q: Describe how the data would appear in a scattergram for a positive, negative and no correlation.

Q: Discuss some potential challenges associated with the validity of tests and their use.

Q: Determine the standard error of measurement given the following information: Standard deviation = 3 Reliability coeffiecient = .51

Q: What is error in psychoeducational assessment? Does error play into assessing learners with special needs to a greater or lesser extent than typical learners? Discuss.

Q: Many colleges use the SAT as an entrance requirement for college. Why? What type of validity does the SAT offer?

Q: Discuss the reasons why interrater reliability is important on assessment devices that have open-ended questions, such as essay exams.

Q: Compare and contrast reliability and validity.

Q: Discuss the positives and negatives of the implementation of accommodations when assessing a student with special needs.

Q: How would the use of standard error of measurement help in making educational decisions for students?

Q: Using the graph below, answer the questions that follow. When an instrument can predict performance on some other variable, it is considered to have which of the following? A. Content validity B. Construct validity C. Predicative validity D. Criterion-related validity

Q: Using the graph below, answer the questions that follow. A test item is considered to have this if it is answered incorrectly a disproportionate number of times by one group compared to another. A. Item bias B. Discriminatory features C. Reliability D. Validity

Q: Using the graph below, answer the questions that follow. This type of reliability checks the consistency across items of an instrument where credit varies across responses. A. Split-half B. Kuder-Richardson 20 C. Coefficient Alpha D. Equivalent Forms

Q: Using the graph below, answer the questions that follow. Which of the following is considered a good reliability score? A. .50 B. .60 C. .70 D. .80

Q: Using the graph below, answer the questions that follow. Establishing interrater reliability is especially important when test data are which of the following? A. Scored by computer B. Subjective C. Scored by students D. Objective

Q: Using the graph below, answer the questions that follow. Given the general flow of the direction of the data, these variables are likely to be which of the following? A. Positively correlated B. Negatively correlated C. Possess no correlation D. There is no way to tell correlation from visual interpretation of data.

Q: Using the graph below, answer the questions that follow. What is the name given to this type of graph? A. Dot graph B. Scattergram C. Unfinished line graph D. Variable comparison graph

Q: Correlation is represented by what symbol? A. ∑ B. C. r D. α

Q: The type of reliability that can look at internal consistency by using odd and even numbered items of the same test to compare performance is called which of the following? A. The odd-even comparison method B. Split-half reliability C. Odd-even halves D. Difficult

Q: Which of the following options would most likely represent a negative correlation? A. The number of hours spent at a party the night before an exam and the exam grade B. The number of hours spent studying and test grades C. The number of classes attended and test scores D. The course section number and the test grade

Q: Which of the following represents the strongest relationship? A. −.59 B. −.47 C. +.28 D. +.57

Q: Correlation coefficients are expressed as which of the following? A. Between +.5 and −.5 B. Between + 1 and 0 C. Between −1 and 0 D. Between −1.00 and +1.00

Q: Administering two instruments within a short period of time is necessary in order to establish which of the following? A. Interrater reliability B. Alternate forms reliability C. Predictive validity D. Content validity

Q: Comparing the scores of a new assessment instrument with the scores of an older test may help to establish which of the following? A. Content validity B. Internal reliability C. Alternative forms of validity D. Coefficient alpha

Q: A practice effect may be a problem when studying the results of which of the following? A. Split-half reliability B. Content validity C. Test-retest reliability D. Internal consistency

Q: Which of the following is not used to measure internal consistency? A. Kuder-Richardson-20 B. Coefficient alpha C. Split-half reliability D. Interrater reliability

Q: Which type of reliability study may yield a lower coefficient, before correction, due to the reduced number of items? A. Split-half reliability B. Interrater reliability C. Coefficient alpha D. Kuder-Richardson-20

Q: Which of the following statements is true concerning the relationship between reliability and standard error of measurement? A. In general, the higher the reliability, the higher the standard error of measurement. B. In general, the higher the reliability, the lower the standard error of measurement. C. There is no way to determine a consistent relationship between the two, most of the time. D. There is a positive correlation between the standard deviation and the standard error of measurement as well as reliability.

Q: What is the term used to ensure that a psychological trait, personality trait, psychological concept attribute or theoretical characteristic is measured by an instrument? A. Construct validity B. Determined by the purpose of the assessment C. Determined by the examiner according to the criterion D. Test-retest reliability

Q: Measures of internal consistency are used to determine which of the following? A. The stability of a trait over time B. The stability of a trait across different groups C. Consistency of items on an instrument to measure a skill, trait or domain D. Consistency of scoring by various examiners

Q: When a teacher gives a test to students on one occasion, repeats the exam on the same students at a later date, and then correlates the scores, the teacher is demonstrating interest in determining which of the following? A. Split-half reliability B. Face validity C. Construct validity D. Test-retest reliability

Q: Which of the following may be determined by analyzing the relationship between two sets of scores? A. Standard error B. Reliability C. Deviation D. Percentiles

Q: The scores obtained by Dr. Smith on a psychology test were compared and it was determined that students who scored high on the first exam tended to score high on the second exam. Which of the following represents the probable correlation between the two sets of scores? A. No correlation B. Positive correlation C. Negative correlation D. Valid correlation

Q: Which of the following refers to the consistency of scores on a specific instrument across time or across items? A. Test variability B. Test validity C. Test error D. Test reliability

Q: When analyzing the correlation illustrated on a scattergram, the closer the approximation of a straight line (indicating a perfect degree of correlation), the nearer the correlation is to which of the following?A. +1.00B. 0C. +.50D. .50

Q: Generally, when tests measure constructs that are affected by developmental changes, the reliability may not be as good for very young ages.

Q: When a preschool test is needed to determine how students will perform in reading, it is important that the test have good predictive validity.

Q: Some of the variables of content validity that may influence the manner in which results are obtained and which can contribute to bias in testing include presentation format and response mode.

Q: A teacher who administers a wide range achievement test in reading (i.e., WRAT) is able to take the score obtained and generalize it across all of the individual domains and skills associated with reading.

Q: As long as a test has good validity, the reliability is not important.

Q: The validity of a test should be determined by how consistent the results are over time.

Q: Standard error of measurement is used to determine confidence intervals.

Q: A perfect positive correlation would be indicated by a straight line between scores on a scattergram.

Q: Estimated true score allows you to calculate the amount of error with reference to the distance of the score from the mean of the group.

Q: When a test measures what it was designed to measure and what it purports to measure, this test is said to be reliable.

Q: Use the following set of data to determine the mean, median, mode, range, variance, standard deviation, standard error of measurement, and possible range for each score assuming 68% confidence. The reliability coefficient is .85. Data: 50, 75, 31, 77, 65, 81, 90, 92, 76, 74, 88

Q: The larger the standard error of measurement, the less ___ the test.

Q: When calculating the range of possible scores, it is best to use the appropriate standard error of measurement for the student's ___ provided in the test manual.

Q: The smaller the standard error of measurement, the more ___ the test.

Q: A range of possible scores can then be determined by using the ___ for the specific test.

Q: A closer estimation of the student's best performance can be calculated by using the ___ score.