Q&A Hero

Q: The score obtained during the assessment of a student may not be the true score, because all testing situations are subject to chance ___.

Q: No matter how many times a student may be tested, the student's ___ may never be determined.

Q: A college student failed the first test of the new semester. The student hoped that the first test did not have strong ___ about performance on the final exam.

Q: On a teacher-made test of math, the following items were included: two single-digit addition problems, one single-digit subtraction problem, four problems of multiplication of fractions, and one problem of converting decimals to fractions. This test does not appear to have good ___.

Q: A test instrument may have good reliability; however, that does not guarantee that the test has ___.

Q: The number of times a student moves during elementary school may likely have a ___ to the student's achievement scores in elementary school.

Q: In order to have a better understanding of a student's true abilities, the concept of ___ must be understood and applied to obtained scores.

Q: One would expect that the number of classes a college student attends in a specific course and the final exam grade in that course would have a ___.

Q: In studying the relationship between the scores of the administration of one test administration with the second administration of the test, the number .89 represents the ___.

Q: A new test was designed to measure the self-concept of students of middle school age. The test required students to use essay-type responses to answer three questions regarding their feelings about their own self-concept. Two assessment professionals were comparing the students' responses and how these responses were scored by the professionals. On this type of instrument, it is important that the ___ is acceptable.

Q: A new academic achievement test assesses elementary-age students' math ability. The test developers found, however, that students in the research group who took the test two times had scores that were quite different upon the second test administration, which was conducted two weeks after the initial administration. It was determined that the test did not have acceptable ___.

Q: Explain how the concurrent criterion-related validity would have been determined

Q: Would you consider purchasing this instrument?

Q: Based on this information, in which grades would you feel that the test would yield more reliable results? Why?

Q: Using the standard error of measurement found in problems 1 and 2, calculate the ranges for each age level if the obtained scores were both 7. Calculate the ranges for both 68% and 95% confidence intervals.

Q: A twelve-year-old's standard error of measurement for Problem-Solving if the test was administered in the fall

Q: The standard error of measurement for a seven-year-old who was administered theProblem Solving subtest in the fall

Q: SEM 1) SD = 5 r = .67 2.87 2) SD = 15 r = .82 6.36 3) SD = 7 r = .73 3.64 4) SD = 7 r = .98 .99 5) SD = 15 r = .98 2.12 What happens to the standard error of measurement as the standard deviation increases?

Q: SEM 1) SD = 5 r = .67 2.87 2) SD = 15 r = .82 6.36 3) SD = 7 r = .73 3.64 4) SD = 7 r = .98 .99 5) SD = 15 r = .98 2.12 What happens to the standard error of measurement as the reliability increases?

Q: Compare the reliability coefficient obtained by nine-year-olds on the Estimation subtests with the reliability coefficient obtained by seven-year-olds on the same subtest. Which age group performed with more consistency or reliability?

Q: Look at the reliability reported for age 7. Using fall statistics, compare the reliability coefficient obtained on the Numeration subtest with the reliability coefficient obtained on the Estimation subtest. On which subtest did seven-year-olds perform with more consistency?

Q: What type of reliability is reported in Table 4.1?

Q: Examiner wants to administer a test that allows for examiner judgment.

Q: Educator is concerned with item consistency; items scored with different point values for correct responses.

Q: Examiner is concerned with consistency of trait over time.

Q: Educator wants to administer the same test twice to measure achievement of objectives.

Q: Educator is concerned with item reliability; items are scored as right and wrong.

Q: Complete the scattergrams using the following sets of data. Determine whether the scattergrams illustrate positive, negative, or no correlation.

Q: Here is an example of a negative correlation between two variables. Plot the scores on the scattergram. Test 1 (Variable Y) Test 2 (Variable X) Heather 116 40 Ryan 118 38 Brent 130 20 William 125 21 Kellie 112 35 Stacy 122 19 Myoshi 126 23 Lawrence 110 45 Allen 127 18 Alejandro 100 55 Jeff 120 27 Jawan 122 25 Michael 112 43 James 105 50 Thomas 117 33

Q: The following sets of data are scores on a mathematics ability test and grade level achievement in math for fifth graders. Plot the scores on the scattergram.

Q: Using the following sets of data, complete a frequency count and a frequency polygon. Calculate the mean, median, and mode. Calculate the range, variance, and standard deviation. List the scores that are a significant distance from the mean.Mrs. Smith's Class Data76, 75, 83, 92, 85, 69, 88, 87, 88, 88, 88, 88, 77, 78, 78, 95, 98

Q: Using the following sets of data, complete a frequency count and a frequency polygon. Calculate the mean, median, and mode. Calculate the range, variance, and standard deviation. List the scores that are a significant distance from the mean.Ms. Jones's Class Data95, 82, 76, 75, 62, 100, 32, 15, 100, 98, 99, 86, 70, 26, 21, 26, 82

Q: Calculate the variance for Data Set J and compare it with that of Data Set I.

Q: Find the mean, median, and mode for each set of data.Data Set G90, 86, 80, 87, 86, 82, 87, 92Data Set H41, 42, 45, 42, 46, 47, 48, 47, 41, 41

Q: Find the median for the following sets of data.

Q: Rank order the data, complete a frequency count, and construct a frequency polygon.Data Set D50, 52, 68, 67, 51, 89, 88, 76, 76, 88, 88, 68, 90, 91, 98, 69, 89, 88, 76, 76, 82, 85, 72, 85, 88, 76, 94, 82

Q: Rank order the following set of data, complete a frequency count, and determine the mode.Data Set C62, 63, 51, 42, 78, 81, 81, 63, 75, 92, 94, 77, 63, 75, 96, 88, 60, 50, 49, 74

Q: Place the following set of data in rank order and complete a frequency count.Data Set B92, 98, 100, 98, 92, 83, 73, 96, 90, 61, 70, 89, 87, 70, 85, 70, 66, 85, 62, 82

Q: In your own words, please describe why it is important to graph data.

Q: Draw pictures of a negatively skewed distribution and a positively skewed distribution. Explain each.

Q: There is great debate in the field regarding the types of scores yielded from assessments. Which scores do you think will be most valuable to you? Why?

Q: What is a mean difference?Why is it important to know what a mean difference is?.

Q: What are the four steps required to calculating variance.

Q: Define and provide an example of the four different numerical scales.

Q: Why is it necessary to understand the average performance of students in a particular grade or age level?

Q: How are the measures of central tendency different than the measures of dispersion?

Q: What are some possible considerations when interpreting results which contain distributions that are positively or negatively skewed?

Q: Explain how a mean score can be influenced by extremely high or extremely low scores in a data set.

Q: Describe what a normal distribution is and why is it important in understanding student performance?

Q: Discuss at least five different mistakes that are easily made by professionals in the process of identifying students with special needs.

Q: What is the percentile rank that is equivalent to the mean? A. 20 B. 50 C. 80 D. 90

Q: Using a standard deviation of 15 IQ points, a person with an obtained IQ score of 115 would have a z score of: A. +1 B. +2 C. 0 D. −1

Q: What type of score is derived when scores are divided into 10 groups, and each group represents 10% of the obtained scores? A. Decile B. T-score C. Stanine D. z score

Q: When the mean score is represented as 2, what type of score is this? A. Decile B. T-score C. Stanine D. zscore

Q: A person who scores at the 85%tile scored as well or better than which of the following groups? A. 14% of the students in that age/grade B. 84% of the students in that age/grade C. 85% of the students in that age/grade D. 15% of the students in that age/grade

Q: What type of distribution is depicted below? A. Positive skewLarge number of scores occur below the mean. B. Positive skewLarge number of scores occur above the mean. C. Negative skewLarge number of scores occur below the mean. D. Negative skewLarge number of scores occur above the mean.

Q: What type of distribution is depicted below? A. Positive skewLarge number of scores occur below the mean. B. Positive skewLarge number of scores occur above the mean. C. Negative skewLarge number of scores occur below the mean. D. Negative skewLarge number of scores occur above the mean.

Q: Using the data set below, answer the questions that follow. Score Tally Frequency 76 lllll 5 72 l 1 69 l 1 68 ll 2 67 l 1 52 l 1 51 l 1 50 l 1 What is the range? A. 50 B. 76 C. 26 D. 63

Q: Using the data set below, answer the questions that follow. Score Tally Frequency 76 lllll 5 72 l 1 69 l 1 68 ll 2 67 l 1 52 l 1 51 l 1 50 l 1 What is the median? A. 69 B. 76 C. 26 D. 67

Q: Using the data set below, answer the questions that follow. Score Tally Frequency 76 lllll 5 72 l 1 69 l 1 68 ll 2 67 l 1 52 l 1 51 l 1 50 l 1 What is the mode? A. 26 B. 76 C. 68 D. 69

Q: Using the data set below, answer the questions that follow. Score Tally Frequency 76 lllll 5 72 l 1 69 l 1 68 ll 2 67 l 1 52 l 1 51 l 1 50 l 1 What is the approximate mean? A. 69 B. 63 C. 26 D. 67

Q: An individual with an IQ of 130 may be classified as which of the following? A. Learning disability B. Gifted C. Mental retardation D. Autism

Q: An individual with an IQ of 70 may be classified as which of the following? A. Learning disability B. Gifted C. Mental intellectual disability D. Autism

Q: A graph of class data is below. What is this type of graph called? A. Frequency distribution B. Normal distribution C. Bell curve D. Frequency polygon

Q: Using the information below, answer the questions that follow. Miss Bridget teaches in a small learning support class. The follow are the data from a recent math assessment from three of her students: 84, 80, 74. What is the standard deviation? A. 4.11 B. 10 C. 79.33 D. 16.8889

Q: Using the information below, answer the questions that follow. Miss Bridget teaches in a small learning support class. The follow are the data from a recent math assessment from three of her students: 84, 80, 74. What is the variance? A. 4.11 B. 10 C. 79.33 D. 16.8889

Q: What does the vertical line in the normal distribution represent? A. Median B. Mode C. Mean D. Central tendency

Q: Organizing data to see how the data spread away from the mean is called which of the following? A. Measures of Dispersion B. Measures of Central Tendency C. Frequency D. Normal Distribution

Q: Organizing data to see how the data cluster is called which of the following? A. Measures of Dispersion B. Measures of Central Tendency C. Frequency D. Normal Distribution

Q: This term is used when a national sample of students of the same age/grade take the same assessment and establish a mean and standard deviation. A. Norm-referenced B. Standardized C. Derived scores D. Measures of central tendency

Q: Which of the following indicates a raw score? A. Total test items = 25 B. Correct answers = 20 C. Incorrect answers = 5 D. Ratio = 20/25

Q: This scale is used for direct comparisons and mathematical manipulations. The numbers on thescale are equidistant from each otherand have a true meaning of absolute zero. A. Ratio B. Interval C. Ordinal D. Nominal

Q: This scale's numbers are used for identification that ranks greater or lesser quality or amount.The numbers are equidistant on the scale. A. Ratio B. Interval C. Ordinal D. Nominal

Q: Students who participated in the science fair were ranked by category and received first-, second-, and third-place ribbons. This is an example of what type of scale? A. Ratio B. Interval C. Ordinal D. Nominal

Q: When students enroll in school and are provided with an identification numbera combination of letters and numbersthis number is which scale? A. Ratio B. Interval C. Ordinal D. Nominal

Q: The square root of the variance is the sum of squares.

Q: The number of times a score occurs in a distribution can be determined by completing a frequency count.

Q: In order for a score to be considered significantit must be at least two standard deviations from the mean.

Q: Variance is described as the degree or amount of dispersion in a data set.

Q: It is possible for the mean score of a data set to become influenced by an extreme score in the data.